Download Secondary 1 English As A Second Language Teacher Guide 0415...
eacherr Guide Gui de Teache English as a Second Language
Contents
Contents Contents SECTION 1: INTRODUC INTRODUCTION TION ................. 1 1
SECTION 6: CREATING A POSITIVE LEARNING ENVIRONMENT .................. 53
1.1 How to Use this Teacher Guide.......... 2 2 1.2 Cambridge Secondary 1.................... 2 2
6.1 Classroom Organisation Organisation .................. 53 53 6.2 Creating a Positive Positive Atmosphere. ..... 55 55
1.3 The Curriculum Framework ............... 4 4 SECTION 2: PLANNING .......................... 7
SECTION 7: SUPPORT AND RESO RESOURCES URCES............................................. 57
2.1 Get Getting ting Started ................................... 7 7
57 7.1 Resources from Cambridge ............ 57
2.2 A Consistent Approach Approach ...................... 7
7.2 Training Available from fr om Cambridge Ca mbridge .. 57 57
2.3 Descriptions of of the Planning Planning Stages................................................ Stages ................................................ 9 9
7.3 Support with Administration for Cambridge Secondary 1 Checkpoint……………………...……57
2.4 Step 1 – Creating a Long-Term Plan ..................................................... 12
7.4 Enquiries ......................................... 58 58
2.5 Step 2 – Creating a Medium-Term Medium-Term Plan .................................................. .................................................. 17
7.5 Resources Recommended by Cambridge ...................................... 58 58
2.6 Step 3 – Creating a Short-Term Plan .................................................... 24
APP APPEND ENDIX IX A: A: TEA TEACHER CHER TRAIN TRAINING ING ACTIV A CTIVITI ITIES ES ............................................ 59
SECTION 3: TEACHING APPRO APPROACHES ACHES .. 29
A1.. Agreeing Agreeing Terminolog erminology y ....................... 60 60 A1
3.1 Sharing the Learning Learning Intention......... 29 29
A2. Pro Producing ducing a Lesson Plan Format Format ..... 62 62
3.2 Learner-ce Learner-centred ntred Learning ................ 32 32
A3. P Preparing reparing and Delivering a Lesson Lesson ... 66
3.3 Diff Differentiation erentiation ................................... 33 33
A4. Sharing Sharing Learning Learning Intentions ............ 67 67
ASSESSMENT ENT .................. 35 35 SECTION 4: ASSESSM
A5. Creating Success Criteria with Learners Learne rs .......................................... 70 70
4.1 What is Assessment? ...................... 35 35 4.2 Using Formative Formative Assessment to Raise Achiev Achievement ement .......................... 36 36
A6. Taking Stock Stock of Formative Formative Assessment Skills……………………71 Skills……………………71
the 4.3 Developing Assessment in the Classroom ........................................ ........................................ 39 39
APPENDIX APPEND IX B: SAMPLE SAMPLE SCHEME SCHEMES S OF
echniques............ ............ ........ 39 39 4.4 Assessment Techniques......
APPEND ENDIX IX C: SAMP SAMPLE LE LESSON LESSON PLANS PLANS APP ................................................................ 91 91
Available from from 4.5 Assessment Available Cambridge……………………………45 Cambridge……………………………45 SECTION 5: INFORMATION, COMMUNICATION TECHNOLOGY (ICT) AND E2L................................................. 49 49 5.1 ICT and Digital Technology .............. ......... ..... 50 50
WORK .................................................... 77
APPEND IX D: D: OPPOR OPPORTUNI TUNITIES TIES FOR APPENDIX ICT IN THE PRIMARY ENGLISH FRAMEWORK......................................... 97 97 APPEND ENDIX IX E: PLANNING PLANNING TEMP TEMPLA LATES TES APP .............................................................. 109 09
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Cambridge Secondary 1English as a Second Language Teacher Guide
Sect ctio ion n 1: Introduction Se
SECTION 1: INTRODUCTION INTRODUCTION Welcome to the Cambridge Secondar y 1 Teacher Guide for English as a Second Sec ond Cambri dge Secondary Language (E2L). This guide is designed to provide a suggested approach to the implementation and management of Cambridge Secondary 1 in your school. school. It offers: offers: •
The educational philosophy of the Cambridge programme programme
• An •
introduction to the Cambridge Secondary Secondary 1 E2L curriculum framework framework
Step-by-step guidance on the planning process, with exemplification at each point and helpful teacher training activities with resources resources
• Advice •
on differentiation differentiation and how to integrate this into your teaching teaching
Suggested techniques for implementing formative assessment and integrating this into your lesson planning planning
•
Two sample lesson plans per stage with activities and resources to help get get you started started
• Advice
on record record keeping keeping and monitoring monitoring
• Advice
on classroom practice on practice
• Advice
on resources resources
•
Information on progression tests and Cambridge Secondary 1 Checkpoint tests tests
•
Guidance on support and training available from Cambridge
•
Guidance on administration administration
A Comprehensive Comprehensive Scheme Scheme of Work Work In addition to extracts provided in this guide, a full scheme of work covering the entire programme has been provided as a starting point. Full coverage is provided in this way to accommodate new schools starting at any stage in the the programme. As we will explain, a scheme of work is a process rather than a rigid structure and these plans should be constantly amended in response to your own observations as a classroom teacher and other local considerations, including the resources you may already have available at your school. These schemes of work are therefore in no way compulsory but simply offer a a suggested starting point for covering the content of the curriculum, within a a suggested year of three terms of 12 weeks duration. These can be expanded expanded to suit the number of weeks available in your own terms and the holiday arrangements at your school. school.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Also provided two sample lesson lesson plans plans for each each stage, complete complete with activities activities and and provided are two resources to help get you started immediately, at whichever point you begin delivering the programme. programme.
Guide 1.1 How to Use this Teacher Guide This guide provides guidance and advice on the essential processes of implementing Cambridge Secondary Secondary 1 and it is designed to cater for: for: •
Schools that are teaching a Cambridge programme for the first time and that need to move from a completely different system of planning planning
•
Schools that already deliver one or more Cambridge programmes but are new to Cambridge Secondary 1, and are now introducing the new English as a Second Language programme programme
•
Schools that have already been delivering Cambridge Secondary 1 but are now introducing the new English as a Second Language programme programme
Schools new to Cambridge will find all sections of the Teacher Guide will be relevant to them. It provides a step by step guide through the process of implementin implementing g Cambridge Secondary 1, offering a suggested breakdown of the curriculum across the available teaching time, with sample lesson plans and sample lessons to get you started. started. Existing Cambridge schools may be more familiar with certain aspects covered in this book. This guide is written so that schools new to Secondary 1 can make use of the sections most most relevant to them (e.g. ( e.g. Section Sec tion 2: Planning Pl anning or Section Sect ion 3: Teaching Approaches). Approaches).
1.2 Cambridge Secondary 1 1 Cambridge Secondary 1 is an education programme for learners aged approximately eleven to fourteen. It combines a world-class curriculum, high-quality support for teachers and integrated assessment. The programme has been developed by Cambridge International Internat ional Examinations and Cambridge English Language Assessment, and is used in secondary schools around the world. Cambridge Secondary Secondary 1 helps schools develop learners learners who are confident, responsibl r esponsible, e, innovative and engaged. engaged. Secondary 1 covers Cambridge Secondary covers •
English English
•
English as a Second Language
•
Mathematics Mathematics
•
Science Science
for learners aged 11–14. 11–14. It provides curriculum frameworks with integrated integrat ed assessment for each subject. subject.
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Sect ctio ion n 1: Introduction Se
Secondary dary 1 provide provides s a solid foundation for for later stages of education. education. Cambridge Secon It starts learners on an educational educational journey for their first years of secondary education, focusing on what they should be able to do at each each stage of a lower lower secondary education. educat ion. It develops skills, knowledge and understanding that will prepare them for a smooth transition to Cambridge Secondary Secondar y 2 and beyond. beyond. assessment. Cambridge Secondary 1 offers optional, integrated assessment. The assessment structure structure tracks learner progression through the first years of secondary education. Learners taking Cambridge Secondary 1 Checkpoint receive a Statement of Achievement and and detailed detailed feedback on on strengths and weaknesses. weaknesses. Cambridge Secondary 1 supports teachers in providing the best teaching and learning. learning. Scho Schools ols adopting Cambridge Secondary Secondary 1 gain access to first-class support for teac teachers hers through publications, online resources, training and professional development. development. Secondary ary 1 is practical and flexible. flexible. Cambridge Second No part of the Cambridge Secondary 1 curriculum is compulsory, giving schools the flexibility to choose the elements that are right for their learners. This means that they can use Cambridge Secondary 1 while following their school or national curriculum, or offer the entire programme. The English as a Second Language strand of the programme has been produced by Cambridge English Language Assessment, which offers the world’s leading range of qualifications for learners and teachers of English.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
The he Curriculum C urriculum Framework ramework 1.3 T a The Cambridge Secondary 1 English as a Second Language framework provides a comprehensive set of learning objectives for E2L. The objectives deal with what the learner should know and what they should be able to do in each year of early secondary education, and are mapped to the Common European Eur opean Framework of Reference for Languages (CEFR). (CEFR) . The learning objectives provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked. checked. There are three stages. Each stage reflects the teaching target targets s for a year group. Broadly speaking, stage 7 covers the first year of secondary teaching, when learners are approximately eleven years old. Stage 9 covers the third year year of secondary teaching, when learners are approximately approxim ately thirteen years old. It may be appropriate to introduce this framework framework at slightly different ages to suit your own particular circumstances. circumstances. Framework Strands in the Curriculum Framework
ENGLISH AS A SECOND LANGUAGE CURRICULUM FRAMEWORK FRAMEWORK
READING
WRITING
USE OF ENGLISH
LISTENING
SPEAKING
Continuity Continuity,, progression and balance balance The framework allows for continuit continuity y and progression both within and between the stages. You can pick any any objective and trace its pathway clearly through the stages of the framework. This continuity allows the curriculum to be consistent and ‘uninterrupted’ between stages, whilst progression ensures that students move forward steadily. steadily. The table below shows how knowledge and skills can be traced through the framework. Learning objectives from Stageand 7 of‘end’ the framework been selected, and ones from Stage 9, demonstrating the ‘beginning’ of a part ofhave the framework. framework.
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Sect ctio ion n 1: Introduction Se
Examples of progression in the curriculum framework. framework. 7 Stage 7
Stage 9 9
Reading:
Reading:
understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended texts texts
understand specific information in extended texts on a range of unfamiliar general and curricular topics topics
Writing:
Writing:
punctuate a growing range of written work, with accuracy,, on a range of general and curricular accuracy topics topics
punctuate with accuracy a range of written work on a wide range of general and curricular topics topics
Use of English:
Use of English:
use a growing range of future forms, including present continuous and present simple with future, on a range of general and curricular topics topics
use a range of future active and passive forms, forms, and a growing range of future continuous forms, forms, on a wide range of general and curricular topics topics
Listening:
Listening:
understand, with little or no support, most of the detail of an argument in extended talk, on a wide
understand the detail of an argument in unsupported, extended talk on a wide range of
range of general and curricular topics topics
general and curricular topics, including talk on a limited range of unfamiliar topics topics
Speaking:
Speaking:
give an opinion at discourse level on a range of general and curricular topics topics
explain and justify their own and others’ point of view on a range of general and curricular topics topics
The curriculum framework has been designed to allow sufficient time for learners to acquire a secure grasp of the skills and knowledge required at each stage. Teachers themselves are best placed to know the capabilities of their learners and can, of course, choose to supplement the the framework framewo rk as appropriate. What is within the curriculum framework is the content that will be assessed in Cambridge progression tests and which you can analyse using the Progress Checker analysis software provided on the Cambridge Secondary 1 website.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
PLANNING SECTION 2: PLANNING
2.1 Getting Start Started ed This next section will look at the process of planning, ensuring that you cover all of the content of the curriculum for stages seven to nine, given the teaching time you have available within each year. year. plan: Let’s start by identifying exactly what you need to plan: •
Complete coverage of the E2L content for all of the stages, or those that you teach teach
•
Progression and continuity continuity
•
Detailed lessons, led by clear learning objectives that the students will understand. understand.
And why you need plan: need to plan: •
To ensure appropriate timings are given to the different aspects of the the curriculum curriculum
•
To be clear about what can be assessed as a result of a lesson/unit of work
•
To ensure a mix of teaching and learning styles in delivery – according to your learners’ needs needs
•
To ensure that all resources are available to deliver a successful lesson.
The following section lays out a step-by-step guide to the planning process, process, including how you can build in flexibility to allow you to adapt coverage, delivery delivery needs. style and timing to suit your needs.
2.2 A Consis Consistent tent Approach Approach Download the curriculum framework for E2L from www.cie.org.uk and familiarise yourself with the coverage and structure of the programme p rogramme across stages seven to nine. nine. into You need to consider how to begin breaking this content down into manageable teaching units. units. However, before doing so, it is advisable to gather all the secondary teachers together to coordinate a consistent overall approach. The diagram below gives an overview of the whole planning process and, as you can see, decisions first. about approach, terminology and format need to be made first.
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Section Section 2 Planning
Implementation A Pathway to Implementation Look at the diagram below. Start by thinking about the decisions in the white box: approach, terminology and format. format.
PRODUCE LONG-TERM PLANS PLANS AGREE APPROACH APPROACH PRODUCE MEDIUM-TERM MEDIUM-TERM PLANS PLANS
AGREE TERMINOLOGY TERMINOLOGY
AGREE FORMATS FORMATS
PRODUCE SHORT-TERM PLANS PLANS
E T A U L A V E
CREATE A CHECKLISTOF RESOURCES RESOURCES
TEACH TEACH
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Approach: Approach:
The general approac approach h will largely be decided by colleague colleagues s in managem management ent as this may concern the whole curriculum and not just E2L. Some schools merge subjects across the curriculum. curriculum. For the purpose purpose of this guide, we assume that that E2L is going to be taught t aught as a separate subject. subject.
Terminology:
Everyone involvedm’ needs understand thetoterminology so that, for example, ‘long-term’ ‘long-ter plan to means the same all. This is used true whatever the the overall approach within a school. school.
Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Training Activit Activity: y: Agreeing Terminol Terminology ogy (Appendix (A ppendix A1) A1) In the appendices of this guide you will find an exercise that may be carried out by groups of teachers to reach an understanding of the planning terms: terms: Long-term [overview], [overview], Medium-term: [scheme of work] and Shortterm [lesson plan]. plan]. relevantt terms. When the terminology has been It also includes other relevan agreed, planning can begin. A photocopiable sheet is included. included.
Formats: Formats:
It is not vital to all use the same docume documentation ntation for planning, but it is very helpful for obvious obvious reasons (communication and common understandi understanding). ng). They may vary from subject to subject if considered necessary, necessary, but it is particularly helpful if the formats used for planning are the same for each stage. Templates for all stages are provided at the back back of the guide. Here it is suggested that that formats for each stage of planning are used by all teachers who deliver E2L. These will be discussed in more detail later. later.
Evaluation:
Perhaps the most important box is the ‘Evaluation’ box. It is always a good idea to check check how well something works. The diagram shows that this can be done at any stage. If there is a problem delivering a lesson, it is often often assumed that there is something wrong with the lesson plan. This can be true, but but sometimes it may be because the medium- or long-term plan that is being used needs changing in some way. way. The white box issues may also need to be revisited. revisited.
2.3 Descriptions of the Planning Stages Stages Long-term planning involv involves es considering the whole E2L curriculum for a particular stage and planning coverage of the curriculum throughout the year. This includes taking account of seasons, school events and possible visits to enhance the learning process. process. It also requires pre-planning in terms of required resources, particularly particularly if these are shared, limited or need buying in. When delivering a new unit, the most important consideration is timing, and making sure there is the correct balance of skills throughout the year. year. New Teacher Teacher’s ’s Tip: If you are new to teaching and unsure about the length of time it takes to deliver a particular unit, then we have provided a comprehensive plan for all stages from from which you can make a start. Do not expect your plan to be perfect first time. Start with wi th an estimate of how long you think a subject will take and adjust your long-, medium- and shortterm plans as you go along so that next time you are delivering it you will be able to fine tune it a bit more each time. You are the best judge of the capabilities of your learners and and how long it will take them to understand each topic, given their existing knowledge.
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Section Section 2 Planning
The schemes of work provided provided Medium-term planning usually covers a term or unit of work. The in this guide are based on the premise of six units per term, and assume that each year has three terms of 12 weeks. Term length varies around the world so we have chosen a relatively relatively compact approach so that you should be able to add further time as necessary. necessary. The units of work can be arranged in various ways to provide a varied and interesting approac approach h to to delivering and ensuring coverage of the E2L curriculum curr iculum at each stage. stage. this point At this point in the the process, process, planning planning gene generally rally conside considers rs specific specific units units and and the best order in which they can be taught, t aught, building on previous learning and developing knowledge and understanding throughout the year. This permits units to be taught in isolation, or in a cross- curricular way, way, particular to t o each school’s policies. Alternatives will wi ll be provided for your consideration as a starting point. Over time you will be able to adapt these plans according to to resources and available teaching teaching time, and in the light li ght of your own particular teaching expertise and confidence. confidence. Short-term planning is a plan for a particular lesson and most commonly this evolves into a a weekly plan. This is a detailed, working document and is led by the learning objective for that that session. session. It provides: provides: •
Essential information for all adults involved in the learning and considers the learning needs of all learners, including those with special educational needs (SEN) and/or gifted and talented talented
•
Continuity in the absence of regular teaching staff, e.g. in times of absence absence
• An
outline of resources, timings, working groups groups and assessment. assessment.
The real valu value e of a short-term plan is that it influences the next steps in the light of the the student’s response to the learning opportunities presented. Detailed examples and templates are provided in the appendices. appendices. The following sections provide a step-by-step guide to the planning process including some advice about meeting the training needs of colleagues. colleagues. 2.4 Step 1 – Creating a Long-term Plan (steps 1–4) 1–4) 2.5 Step 2 – Creating a Medium-term Plan (steps 5–6) 5–6) 2.6 Step 3 – Creating a Short-t Short-term erm Plan (steps 7–8) 7–8) 2.7 The eight steps of the process are dealt with wit h in each related sub-section sub-s ection as shown above. above.
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Cambridge Cambridg e Secondary 1 English as a Second Language Teacher Guide
The Planning Process 2.4 Phase 1 Plan Creating a Long-term Plan
time Step 1. Teaching time out: Find out: – how many hours there are to teach the subject subject – how the teaching time is divided divided – how many units you will be able to comfortably fit into a term term
Approach Step 2. Approach Think about: about: – how you want to structure structure the teaching of the the subject subject
term Step 4. Learning objectives by term framework. – Look at the curriculum framework. – Decide which learning objectives will be covered in each part of the year, e.g. each term within a stage. stage. – Decide which learning objectives will be covered on an ongoing basis throughout the year. year. You can mark up the curriculum framework (e.g. use a colour code) to show the results. results.
2 Look at Long-Term Planning 2 You can use this to record your decisions on when each learning objective should be introduced in the year. year.
3 Look at Long-Term Planning 3 You can use this to show the results of your decisions in Long-Term Planning 2 term by term. term.
2.5 Phase 2 Creating a Medium-term Plan Plan
2.6 Phase 3 Creating a Short-term Plan Plan
Units Step 5. Creating Units – Group ongoing and other learning objectives to create a logical, progressive sequence of learning. – Rearrange for challenge, balance, timing, pace pace and appeal. the – Organise the number of units to match the estimated time available from step 1. 1.
It may be helpful to print and cut out the the individual learning objectives so you can try different arrangements on a separate sheet sheet before finalising. finalising.
Medium-Term Plans Plans Step 6. Creating Medium-Term Identify suitable activities and resources to deliver the learning objectives in each unit. unit. Indicate how the lesson is to be taught. taught.
Look at Medium-Term Planning 1 1 You can record your decisions with comments and timings on this template template alongside the other information. information. Medium-Term Planning 2 2 does not have these additional columns. columns.
Step 7. Creating Lesson Plans Plans Identify what you are going to teach and how you are going to teach it. it.
Planning Look at Short-Term Planning Instructions Instruction s are printed on the template on Page 26 of the Planning section. section.
Step 8. Evaluate the lesson and the planning Amend your scheme scheme of work and lesson lesson plans to best suit the needs of your learners. learners.
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Section Section 2 Planning
2.4 Step 1 – Creating a Long-Term Plan Step 1. Teaching Teaching Time T ime First you will need to establish the number of terms available, the length of the terms and the the number of units you will roughly be able to fit into each term. In this guide we will follow a structure of three modules per term and three terms per stage. stage.
Approach Step 2. Approach Next you will need to decide the overall approach you want to take to the teaching structure of the subject. Here are a few helpful prompts to get you thinking along the right lines. •
Do I have a preferred way of working? working?
•
Do I prefer to teach a mixture of strands or concentrate on particular areas?
•
What is the availability of English resources in my school (are they shared)?
•
How can I ensure that I cover the whole curriculum for the stage during the year? year?
•
How can I sensibly group learning objectives from the curriculum framework framework to incorporate them into meaningful units of study? study?
A completed example of Long-T Long-Term erm Planning – 1 1 The example below, from Stage 8, is based on a 12-week term, with each module being covered in four weeks. Each unit should, therefore, be covered in two weeks, based on the provision of five to six hours of classroom English per week. week.
12 12
Term 1
Term 2
Term 3
World Module 1A One World
Module 2 2A A Home Environm Environments ents Module 3A Buyer Buyers s and Sellers Sellers
Unit 1 Languages of the World
Unit 7 Household Routines
13 3 Shops and Services Services Unit 1
Unit 2 E-communic E-communication ation
Unit 8 Habitat Interactions Interactions
Unit 14 14 Possessions and and Personal Space
Module 1B Land and Sea Sea
Module 2B Outlines Outlines
Module 3B Tragedies Tragedies
Unit 3 Rivers and Coasts
Unit 9
Unit 15 Natural Disasters
Unit 4 Great Expeditions Expeditions
Unit 10 10 Shape and Design Design
Unit 16 16 World War 1
Module 1C Free Time Time
Module 2C Other People People
Module 3C End of Year
Unit 5 Sports and Hobbies Hobbies
Unit 11 Personality y Types 11 Personalit
Unit 17 Summer Season
Unit 6 Entertainment and Media Media
Unit 12 People and their Jobs Jobs
Unit 18 Using English English
Buildings and Struct Structures ures
Cambridge Cambridg e Secondary 1 English as a Second Language Teacher Guide
Notes: Notes: •
The current model of nine modules per stage is recommended – three per term. Fewer would give too large a group of objectives to address in one module. More would be too fragmented to give coherence to the overall scheme. scheme.
•
Terminology can vary although consistency is recommended within a school. school. • An audit of the learning objectives objectives for the whole whole stage is recommended recommended to ensure coverage. coverage. •
Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts. contexts.
•
Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended. recommended.
•
Detail of the ongoing objectives may be given in an outline plan.
A completed example of of Long-T Long-Term erm Planning – 2 2 objectives are listed with a reference to the units in This example example is for Stage 9. All the learning objectives which they appear. appear. A blank version of the template is available in Appendix E. E.
Syllabus code
Learning objective
Unit reference
CEFR Level
Listening Listening
L1 L1
understand the main points in unsupported, extended talk on a a wi wid de ra range of of ge genera rall an and cu currri ricu cullar to top pic ics, s, in incl clu udin ing g ta talk lk on a limited range of unfamiliar topics
1, 1, 3, 3, 4, 4, 5, 8, 8, 9, 9, 12, 12, 14, 15, 16, 18
L2 L2
understand specific information in unsupported, extended talk on on wide a wid e ran range ge of ge gene nera rall and and cu curr rric icul ular ar to topi pics cs,, in incl clud udin ing g ta talk lk on a limited range of unfamiliar topics
2, 5, 6, 8, 9, 9, 10, 13, 13, 13, 13, 15, 15, 16, 17, 18
L3 L3
understand the detail of an argument in unsupported, extended extended talk on a wide wide rang range e of of genera generall and curri curricula cularr topi topics, cs, inclu including ding talk talk on a limited range of unfamilia unfamiliarr topics
1, 3, 7, 7, 13, 13, 13, 14 14
L4 L4
understand implied meaning in unsupported, extended talk on a wide range of general and curricular topics, including talk on a a limited range of unfamiliar topics topics
11, 12 12
L5 L5
recognise the attitude or opinion of the speaker(s) in unsupported, extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics topics
2, 4, 6, 14 14
L6 L6
deduce meaning from context in unsupported, extended talk on on aw wid ide e ran range ge of ge gene nera rall and and cu curr rric icul ular ar to topi pics cs,, in incl clud udin ing g ta talk lk on a limited range range of unfami unfamiliar liar topics
2, 8, 10, 11, 11, 12, 12, 12, 16, 16, 17 17
L7 L7
recognise typical typica l features, at word, sentence and text level, of a genres range of spoken genres
3, 4, 4, 5, 6, 6, 10, 11, 18 18
L8 L8
17 recognise inconsistencies in argument in extended talk on a range 5, 14, 17 of general and curricular subjects subjects
(1, 2,6, etc.)
[low B2] B2]
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Section Section 2 Planning
Syllabus code
Learning objective
CEFR Level
Speaking Speaking
(1, 2,6, etc.)
B2] [low B2]
S1
use formal and informal language language registers in their talk on a range range of general and curricular topics
2, 8, 10, 11, 11, 15, 16, 18, 18
S2
speak with a good degree of fluency and accuracy in social social interaction with peers an and other speakers of English
1, 2, 2, 3, 4, 4, 6, 9, 11, 12, 13, 14, 15, 16, 17, 18 18
S3
explain and justify their own and others’ point of view on a range of general and curricular topics
1, 3, 4, 5, 6, 7, 7, 8, 11, 12, 13, 14, 15 15
S4
analyse and evaluate the views of others in a growing range of contexts
3, 5, 7, 8, 9, 9, 10, 12, 13, 16, 17
S5
modify language mistakes in their talk which cause misunderstanding misunderstanding
3, 7, 14, 14 14
S6
interact with peers to make hypotheses about a growing range of general and curricular topics
1, 3, 5, 6, 7, 8, 8, 9, 11, 12, 13, 17, 18 18
S7
use a range of appropriate subject-specific subject-specific vocabulary and syntax syntax to talk about curricular topics
2, 4, 8, 9, 11, 11, 12, 14, 15, 16, 18 18
CEFR Level
Reading Reading
R1
understand the main points in extended texts on a range of of unfamiliar ge general and curricular to topics
3, 4, 5, 6, 7, 8, 8, 10, 12, 13, 15, 16, 17 17
R2
understand specific information in extended texts on a range of of unfamiliar ge general and curricular to topics
1, 2, 5, 8, 9, 9, 13, 14, 15, 16
R3
understand the detail of an argument in extended texts on a range range 1, 2, 8, 9, 9, 9, curricular to topics 11, 12, 13, 14, of unfamiliar general and cu 15 15
R4
understand implied meaning in extended texts on a range of unfamiliar general and curricular topics topics
1, 1, 4, 12, 18 18
R5
recognise the attitude or opinion of the writer in extended texts on a range of unfamilia unfamiliarr general and curricular topics topics
3, 6, 13, 14, 17
R6
deduce meaning from context on a range of unfamiliar general and and 4, 6, 9, 16, 16, 16, curricular topics, including so s ome ex e xtended te t exts 17
R7
begin to recognise the devices a writer uses to express intentions 1, 10, 14, 14 14 in extended texts on a growing range of unfamiliar general and curricular topics topics
R8
read a range of extended fiction and non-fiction texts on familiar familiar and unf unfamili amiliar ar,, genera generall and and curri curricula cularr topi topics, cs, with confi confidenc dence e and and
4, 4, 8, 8, 10, 10, 10, 11, 18 18
enjoyment use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding understanding
2, 3, 5, 11, 17 17
R9
14 14
Unit reference
[high B1] B1]
Cambridge Cambridg e Secondary 1 English as a Second Language Teacher Guide
Syllabus code
Learning objective
R10 R10
recognise inconsistencies in argument in extended texts on a a growing range of general and curricular subjects subjects
CEFR Level
Writing Writing
(1, 2,6, etc.)
2, 6, 7, 16 16
B1] [high B1]
W1 W1
brainstorm, plan and draft written work at text level, with minimal teacher support, on a range of general and curricular topics topics
6, 13, 15, 16 16
W2 W2
compose, edit and proofread written work at text level, with with minimal te teacher su support, on on a range of general and curricular topics topics
2, 4, 9, 11, 17, 17, 18
W3 W3
write with moderate grammatical accuracy on a range of general general and curricular topics, with mi minimal su support
1, 1, 3, 5, 7, 9, 9, 12, 17
W4 W4
develop coherent arguments, supported when necessary by by 2, 6, 7, 7, 11, 11, reasons, examples and evidence, evidence, for a range range of written genres, on on 13, 14, 14, 16, examples and general and curricular topics 17
W5 W5
use, with limited support, style and register appropriate to a a growing wing rang range e of writ written ten gen genres, res, on gen general eral and curr curricula icularr topi topics cs gro
2, 4, 5, 6, 15, 15, 17
W6 W6
use appropriate layout for a range of written genres on a wide wide range of general and curricular topics topics
10, 10, 12, 14 14
W7 W7
spell a wide range of high-frequ high-frequency ency vocabulary accurately on a a wide range of general and curricular topics topics
10, 15, 18 18
W8 W8
punctuate with accuracy a range of written work on a wide range of general and curricular topics topics
17
CEFR Level
Use of English English
UE1
use a range of abstract nouns, compound nouns, complex noun phrases and gerunds as subjects and objects, on a wide range of general and curricular topics topics
2, 5, 6, 8, 14 14
UE2
use a wide range of quantifiers for countable and uncountable nouns, and a range of structures qualifying uncountable nouns, on a wide range of general and curricular topics topics use a range of compound adjectives, adjectives as participles and and compa rativ ive e str struct ucture ures s ind indica icatin ting g de degre gree, e, and a gro growin wing g ran range ge of comparat inten sifyin ying g adjec adjectiv tives, es, on on a wid wide e ran range ge of ge gener neral al an and d cur curric ricula ular r intensif topics topics
11
UE3
Unit reference
B2] [low B2]
3, 5, 6, 7, 7, 9, 9, 13, 16 16
UE4
use a wide range of determiners and pre-determiner structures on a wide range of general and curricular topics topics
7
UE5
use a wide range of ttypes ypes of question question on a wide ra range of general an and cu curricular to topics
6, 12, 14, 15, 15, 17
UE6
use a wide range of pronouns [relative, demonstrative, demonstrative, indefinite, quantitive], quantitive], use a range of reflexive pronoun structures, structures, on a wide range of general and curricular topics topics
15 1, 6, 9, 15
15
Section Section 2 Planning
Syllabus code
Learning objective
UE7
use a range of simple perfect active and passive forms, with a a range of time adverbials … so far , lately , all my life, life, use a growing growing
Unit reference (1, 2,6, etc.)
17 1, 11, 17
range of perfect continuous forms, forms, topics on a wide range of general and curricular topics UE8
use a range of future active and passive forms, and a growing growing range of future continuous forms, on a wide range of general and curricular topics topics
1, 5, 13, 15 15
UE9
use a range of active and passive simple present and past forms, causative forms and past perfect simple forms, use a growing growing range of past perfect continuous forms in narrative and reported speech, on a wide range of general and curricular topics topics
14 2, 4, 8, 14
UE10 UE10
12 use a range of present continuou continuous s and past continuous [active and 3, 9, 9, 12 passive] forms, on a range of general and curricular topics topics
UE11
use a range of reported statements and question forms on a wide wide range of general and curricular topics topics
UE12 UE12
15 use a range of comparative degree adverb structures, with regular 1, 6, 10, 15 and irregular adverbs, adverbs, use a range of sentence adverbs including especially , particularl particularly y , use a range of pre-verbal, post-verbal and end-position adverbs, on a wide range of general and curricular topics topics
UE13 UE13
3, 8, 8, 10, 10, 10, use a gro growing wing rang range e of past past mod modal al for forms, ms, inclu including ding mu must st ha have ve,, 1 7 about have, might have to express speculation and deduction about can’t have, the pa past, st, on a wide wide ran range ge of gen genera erall and cur curric ricula ularr top topics ics
UE14 UE14
use a range of prepositional phrases preceding nouns and adjectives, range of depe dependen ndentt prep prepositi ositions ons fol followi lowing ng nou nouns ns and use a range adject adj ectiv ives, es, an and d a gro growin wing g ran range ge of pre prepo posit sition ions s fo follo llowin wing g ve verbs rbs,, on a wide ran range ge of genera generall and cur curric ricula ularr top topics ics
1, 5, 6, 12, 13, 13, 15
UE15 UE15
use infinitive forms after a range of verbs and adjectives, adjectives, use gerund fo forms af after a ra range of of verbs an and pre rep positions, use a growing range of prepositional and phrasal verbs,
2, 3, 3, 4, 5, 6, 6, 10 10, 11 11, 12 12, 15, 16
on a wide ran range ge of genera generall and cur curric ricula ularr top topics ics use a range of conjunctions on a wide range of general and curricular topics topics
13 2, 4, 13
UE16 UE16 UE17 UE17
use if / if on only ly in third third conditional conditional structu structures, res, use a range of relative clauses, including with which [whole [whole previous clause reference], on a wide ran range ge of genera generall and cur curric ricula ularr top topics ics
10 1, 4, 10
2, 5, 7, 8, 12, 12, 13 13
Notes: Notes:
16 16
•
The number of lines in the table will match the total number of learning objectives for the stage. stage.
•
Syllabus codes will be entered in the order that they appear. appear.
•
Learning objectives will appear in full. full.
•
The final column will give a clear overview of coverage. Where an objective is addressed in more than one unit, all of the relevant units will be listed – this will help to achieve a balance, balance, ensuring that coverage is sufficient and/or not too frequent at the expense of others. others.
Cambridge Cambridg e Secondary 1 English as a Second Language Teacher Guide
or a stage is shown at once. It The long-term plan is the only place where the entire coverage ffor is an important starting point from which teachers go on to decide the details of the medium- term plan through to the differentiated differentiated lesson (short-term) (short- term) plans. (Y (You ou can find more on differentiation in Section Sect ion 3: Teaching Teaching Approaches.) Approaches.) Three to assist with long-term planning are provided in Appendix E at the back of this blank guide.templates guide. •
The first is a grid listing unit titles against the three terms [Long-term Planning 1]. 1].
•
The second is an audit of all learning objectives [Long-term Planning 2] 2]
•
The third is a checklist of all learning objectives [Long-term Planning 3], which shows the the frequency with which an objective may be visited. visited.
A completed example of each of these follows: follows: • A
comprehensive comprehe nsive set of of suggested long-term plans plans are provided provided by Cambridge for for each each stage as part of the scheme of work you can find at the end of this document.
•
Extracts from the full scheme of work are provided in Appendix B at the back of this guide. guide.
•
The following table is a completed example of long-term planning – one for each stage.
•
Each group of objectives will become a unit of work. work.
Medium-T Term Plan Plan 2.5 Step 2 – Creating a MediumMedium-ter Medium-term m plans provide a teaching programme for a unit of work. You will have decided how much time will be spent on the unit – maybe two weeks, maybe four. The starting point for creating a medium-term plan is the list of objectives that you have decided matches the theme of the unit. Each unit or medium-term plan shows clear objectives and an overview of the activities and resources. resources. questions s can help to organise ideas. ideas. The diagram diagram shows shows some possibilities. possibilities. The A set of question information (possible answers) given in the right-hand column shows what decisions have been made for the suggested scheme of work, published as part of this guide. guide.
17
Section Section 2 Planning
Questions
What do learners already know?
Approach taken in this guide guide
A consideration of prior knowledge gained from from previous stages and units units
What skills do I need to teach?
Check objectives to determine and list the skills sk ills for the unit. (Include ongoing element of the stage/unit) stage/unit)
What knowledge do I need to teach? teach?
As above but for knowledge knowledge
Is there a natural order of teaching for these objectives? objectives?
The above information can be ordered so that skills and knowledge build up logically logically
The time frame for the unit has already been decided.
How long will my class need for learning to happen? happen?
Consider the time required for teaching an objective/ group of objectives. The length of lessons will help
here
What resources in school are available? What purchases are required? required?
It is important that good quality resources are kept
and used. They may need adapting. New resources may be identified and purchasing plans made. made.
Technology) Remember ICT (Information Communication Technology)
You will need to make decisions, so that you have: • A
logical teaching teaching sequence sequence with obvious obvious progression that that takes into account prior prior learning learning
•
Good timing so that the pace of learning is challenging and realistic for all learners
•
Identified activities to deliver the objectives and resources resources
•
Identified opportunities for ICT ICT
• A
variety of enjoyable variety enjoyable and appealing appealing learning opportu opportunities nities for for your learners. learners.
The diagram below shows how the objectives, activities activi ties and resources are linked. The direction of the arrows shows how the objectives determine both the activities and the resources, and not the other way round. The link between activities and resources is clear. clear. resource-led approac An activity-led or resource-led approach h can lack lack a proper structure structure that that risks repetition in terms terms of coverage of objective and/or omission of some objectives. objectives.
18 18
Cambridge Cambridg e Secondary 1 English as a Second Language Teacher Guide
Activity Activity
Objective
Resources
Decisions about units, activities activ ities and resources should be recorded as a medium-term plan. Two blank templates are available in Appendix E for you to write your own medium-term plans. plans. Medium-term Planning 1 has additional columns for comments and time allocation. MediumTerm Planning 2 is without these columns. A comprehensive set of medium-term plans is provided within the scheme scheme of work at the end of this document. document.
19
Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
0 s 2 t 1 e – u n 0 i 0 1 m n a
s t n e m m o C g n i n n a l P 2 n o i t c e S
20
2 – g n i n n a l P m r e T m u i d e M f o e l p m a x e d e t e l p 9 m e o g a c t A S
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
5 : T I N U , C 1 E L U D O M
e v i t c e j b O g n i n r a e L
r e d n u e v s o e b t a o e n l e , b k o a a s t g g e m i n e d s h o s l : d h t t t a o t a f e d e e e i t e e n o t - f g l p h e s h e r h d d m f y o k n o s i t m r m s t a e a s o a o r o a c w h t e c c e r f
y t i s n u e t r c o c a e p r g p e a o t y u t a p n l a m v p s o d i c a d a o s t i t e e e l l v h i u s t g i t d f a n o d s e a g i n n s n n t n r i e e g r m e d a t s t i t i n l r i e s w a s s a l e e r o n d m e e r i l s s e u h m h t h u t o u l t e y a a o e f i s m g i r s l e h o m g e r i n c s n h y a t e v t f e d u e i l p e i c o m k a k a d a t c l a e p v m i s m M e v A r j I o o d r m . . e C a 1 2 p t
e m s h t e e t n s e o t y b e s l p d e n v m s i o t t e a l s c r e c h t i n a i : g s e k t e u e s e h d t e m h s l h t y l h t y n g l h t y l h t y e l k r b a o a a r o a a e e t e e w t h h s h h s t y . y n h h e r f t t e t l i l e o n s g r d e r a a , a t v e n g e s e m i e e h o u t v n r t i e r e g g / e a h n n a f t d l i o o f a n a , , b e a d s h s f i i r g s d c i o m r e t t d b a . i g e i r y l n e o u p r i a r l p h f / n s t i e f o f t a g h f o l a w a k m e r n f m u o n w e c b t a o i e a r o p , m t d w u c o d r b d m a e . u o o r b n e h n i h a m o o b h s g s d t t o e s e e b g u a c n n o r i o i p e v g s g t a e f a p l e n a t i g h t y r t a r n n r o i o . i n w , n c s s t g a g g u h u i g a n s n n i h n e t c i n l d i i i c u e c t a t e t h i r h r k a v i t i c b t u l d e t r e o s r g t e a h a i i a o t a a i l a o r T f a R h w e L w h F s W e p h a r d n i l a i s s c c s a d f i e a l d p r d n n m o n o p n t a o u a d a r a t t t u e f u e , o e l c , d r r a o y n o g t o b n d u l a u n a a r t c p n r e l r n t a a c n t o e o a e f u m a i u s l r e g f s a r i p a r s f o i i t c c n r u o e e e o s c x e r r s e s e c p e c e r r i e s c e e g r v e e c g i d c u r f f d c u i u s t p e e i p i o l a l n n n c o w c a g s i p p p g e o h e a r h t m a d a d e t a g t o d n r d e o o t a i o n t c f r n g n p g g r h i a m o a r r n i t w p i n a n a o t a n a a t n l a o l m i y g l a t a i n n t h l e l a o a r a t s a w m i c i u u u o n r r s r r m a a c c c m e w i e r s e a n e c c e i e m g i n r k r r i t t h d u n n a e r e e r i r o d u r a t r r t a o f x e s o e s d i i r n r u u e n n n i m g c u i t g u n g u i w c w g w a c
k r o w s e e m d a r o 6 F C S
2 R
1 E U
3 E U
3 W
20 20
Section 2 Planning
e m i T
0 s 4 t 1 e – u n 0 i 2 1 m
s t n e m m o C
s e c r u o s e R
o f d t o u f s o n e o d L i v a s i s h n y t n k r t r ’ o e e i t o V p n i o n w d x d i e f t u e n e k a e r o d i l a d : . t . s u s y c e s r o r g t r n e e e L e i e g g i a : n c g t a h y h s k r y n n r a e s e e d u u o e t e m T e v e T w t e s
s e i t i v i t c A g n i n r a e L
n . o s i t t i a t b c u a i l o h p b r m a i i e s e n h t h t i o d t t u i n n a o i f b e s a d r e g e g n k a i o n k l j a n e e T i t
e v i t c e j b O g n i n r a e L
i g n w e o r h t g e a t a n u o t s l a x s v r t e e e h n d t n o o c a f f e o o s y s e l g a w e n n i a v a r
k r o w s e e m d o 4 a r F C S
t l y i c a f n o d i t c e e d j e o r e p n
y r a t s n e m d e e l b s o r a p t h i u t o w b d a e g t e a l n i i y t d c s a o e e s s f i R a l
s g e t n n i o a r d p a n a n n l i r a o a s e m t n s e x c e e g i h t t p r o a d d t i e l n d i r a n m l a t s a u e f r t c e n i d x e u r r n n f u u i o c
1 R
y r a m m u s d n s a k e s c t a i o n h c o - i t e i l p l p e t l u m o m c s b r e v l a ; e s l a y r t h s p f e i n l ‘ o o g t n d i s t u e a c l o e F r
y t i n i u t l y t r c o f p a p n o i o d y t e a c l e d p j e s o i r e d p n
y h t l a e … h c t a e h t i g p p n … m u w u i o n e d s f o p g a n r g n n r n h o u i e a y i l k t a m : i e i g v t a w g w t o t n e m w i a e y d u y l o y l h s l y i e g i n b a b i g n g g n s i s i k n t r t s y t s s t t i s k c a i o f e o u o o o t i t w l s p c g n p s
s c i
l f p o t o f a o s e r a r g l a e h n g p a u n r i c a r r d n e r d a i u g l c n a w d i w n a n o o a r i l i n g t s o a a o s r e b n e p r e s r e e u p v g
. . i g n g c o n . i e h e h r , p c ’ a t t u r a a e r g w e g o f n d y o e n r l G a a g l n a o t n n i t o v i i l t g e m n i u l e a n c p N e o o m t s d e o i r p f L a ‘
y t i n u t r o p p o y a l p s i d d … e c : m n ? t r o y e k o e i s f t t t a n i v t c t a e l e e v n e p i r s m g r i o r m n i p d t o e o h e e c t r l o l t a i n s h g n w p t e s i i n m o r t v i i t o o w i t t h o n t a c e r c l a c t r a w g e t e a o r f e h p g n l y i u g e n p d w l m i o l c i y i i i m d a m o a h s t n i o u a k w a s f d c g
e r u u o t u y y f f s d o a a e r e g l s i a n [ u d ’ i o e c t h e g t d n n [ i o ’ l l o g ] ’ g i w , d n ‘ i ] e s s k d u m a i c r e c o o p e F f s d
k g s l t a l d i n e t v d u f n d a i r l i t e e c o o d c a n a n e p n n a l i e , n a g e n t e g s n i r o r c a a x f i u t s e o p r m e u m n s f , e t o d i s r e c g i e d f g c e o f r h t o f e n a i p t t p o o r l a e t e o m d o r u i t e v l r g i g r n p e i c n s n a a a p d i t s a l r a l i r i a r u s u u n r s w c o m a a c p r i e n a e a r d u d k f e d i r d l n n n n a n s n u u i o a t u u a w c
5 1 E 1 U L
8 E U
, d n ’ e s i r r a f e a Y o w t l i e s n a N i o t x m - i u s l e t o n u s a o e r g g h n t n i i l t i t a r t e e W s h a t e n e i , t i r t t r p r w o o f d p r o n p p a u p e l s a a r g r d t e n e s a e c t s r n i i i p g g e g m i o l e n n t r i r o h w , l a t d i n o s u w a r g e c i , e a r n r e l r y s t o e u u s t g c
5 W
21
Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C
0 s 2 t 1 e – u n 0 i 0 1 m
. c t e
s e c r u o s e R
n m o e i o s t t a i a a r n e h p e i : t g m s t i c c u y e d c a o s a e – v b c – s – – - s h s k s d e r s e e u u o l r l n r u i o a l w i c v c c
s e i t i v i t c A g n i n r a e L
t n e e c r e . n f f . i e r d h t e l f f a i n e d e h e e w t o h t t e d t b u t o g e b i n a a n l e g a r s n e d i k l m r a n o T i w
e v i t c e j b O g n i r ) n d a e e L
n w d o w n r e a i e i v l h t f a o r e y t f n i t i n s s o e g i c u p f j p o o d ’ t n s r e r a e g a n l h n t a u i r c a o a i l r r p d x n n u e a o c
k o o l o t s t n e e r d u u s n t s u i e f g s a r d u r o o c w n p E u
t u o b s a e o k d l a s t d o r t o e w s u y r r : t t e a k e i l a ? e i e e s p h s m a k a s r t e e i o h h s w w t d
s . e d l s a d . r c s d u r e o i e n i r s a v p w m a y s e e e i b h s a t d r d s i e e e s t n d a t t p s a u u c ’ o a u e b u o b s i a l b y a F d a b c s g h g d e w i s n e s o n i i n d s a h n e t a a u e d s n i s p e a i S R c d a L ‘
s g e t d l a d n n n t n i i a i e g t o a r d n r d o p x t e a a l a i n n a l s i i d d a o r m n n a e c r s e m t a a n s f r u e e i f p o g g e x c e o a s i h n i t g t n p r e p e n o a t d d i g r r a d l e n n i r n i a e a t a d a c e a t m l l n m r i n s s a u e r r f t k c a m e i r e e n x c a f e e d d e u r e f r s n e h n n n f u u u r c u u i o c
u k n r i t o s e e n w d o m 9 o 3 a r C S C ( F R
s u r i v : ] v i a k [ r s e a i a t t c r g t a e n c b i h a d c b n t a ] a m [ s - b u r e r i i l p e v w ] t l u s b n v m a [
1 R
2
L
7
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e l s ’ u e e v a r h t ‘ s e e h o d t t s u o ? d r r b o o a h t w l k a p a a t e h t o m w t
e , n g d r e a r a i a t r e r l a n i o d l p i u o m a p w i k l f c u a c i r a f r s i t n u c n n u f c e u o g n o p n k d i s i l n d e a l u g a l d n t c n n i o a a a t d r r i t e e n a d , s r m n n s d s e i e r e e i c t c i d f g p p t f n o x m t o i o n e o t u i l
/ / s l g / : i n l t a p t i t e h a c n h d t . / o g a i . g r w t a e . 0 d c o n u e e v a d g i 4 e a h 9 1 g ’ c t r i n e t o i v o a n i . n e f e h w v t c s r l m w e r i a i L ‘ f w P l t a l e e v s e r s t n e r x e e u t t g a d n e e f k l n o a a p c e i s p c f n o y e t t e n e s e g i n n s , a g d r o r a c o f e r w o
22 22
Section 2 Planning
e m i T
s t n e m m o C
s e c r u o s e R
e d i u G e h c a e T e g a u g n a L d n o c e S a s a h s i l g n E 1 y r d a n o c e S e g d i r b m a
0 s 2 t 1 e – u n 0 i 0 1 m
t h . e s t , g r y s r s i f l n e w f g e i u u o o p d o t c a n a x o o y l c i s n s o e y ’ o t k d p h f r t r t e i c s x r p l m o l n o y w h l f e a e e b o e y c . t g n n n d a n l n e r o s g s n u a n i e d s e m p e e a t n n l a e h e r s s t e i J c J l e r o e a s e s b h . t e s l i c h i s c a e s ’ n e e n t i t e e d e d p t b h n l h r s x t h t n s a t a o d e : e a e t i u t h , f e o t J n h p a c h t , m n e c x w h x e o e x r u p h t o s e x x o o d e e f e , o o e o e l p m b a r a r p i l p h i c i r m o p l p c o p l p h s i g n l p e s e y . r l n a t i c s e l t w h a a e m r d w a n w a k m p a M J u e a x d t J i h h x o m h o m o e o f m f a f x o e t E w m w t e C S t C s w r c I s I J I p
s e i t i v i t c A g n i n r a e L
l a n o i t i n s i o n s p o t e r m x e p t l n m a o o c i c g s h n i e p s s a u a r c r g o o h i F p b
x o p s l l ’ r a e m n s n / e J t x u o o p t . b w n a o e g c s m n i u i d o r a m e e a p x R f e
e c n s e i n i c l s a p h c x i e h t s w s l e t t b u u o n s r o e b i a t s ’ a g n r n l a e i n k l p n a x e T e J
e v i t c e j b O g n i n r a e L
l n a d n a o s i t i n s u o o p n g e r i n p f d o e c e e g r s n p e s a v r e i t c a s e r j e a s h d u p a
s g e t n n i o a r d p a n a n n l i r a o a s e m t n s e c e x e h t g i t r p a o d d i l e n d i t r a n m l a t s a u e f r t c e n i d x e u r r n n f u u i o c
g n i e w h o r t g e t a a u i n t s l a x v s e e r e t n d h o n t o c a f f e o o s e y l s g a w e n n i a v a r
k r o w s 4 e e 1 m d o E a r F C U
1 R
4 S
f t n o a t e y h t i c g w n r a i w g h e c d r r l i o e h e c u r w h e t t . n r e t r i e u e s h t o n y t h b n a n a e w o m o g J x d f r y r n d i a i r r s n a a s r e w d e e m t n h f s d i f m i u s i L E F i d s
d r i h t f . o s e e s r u u t e c u h t r t s n l o a g n n i o i s t i u d c n o o F c
s e e k a s t s s u d i a r e i r c m g h u t t h e i n n c c i g h d i u r a n y t u w a l s t n l g k s n l r o a a a l t e f i n o r d / i y i t f f i i e n i u e d d h s n o t i n m s m i u o c
5 S
7 1 E U
i n k s l d e t a n i c d a n e l e d a t r s n e s i n t s t e c n e e g j o x e b c f n i n o u i e s e t r n s e g a i n l n a u r g m i c o u a r r c g r n u e r a o c
8 L
. c n t f w e , n o o g e y n n t c t k i i o r a d d w g a e t h s r l . a e r o h s r w h e t o r s f n t : n c e t e o n e o y J d n e r r e d e J t a m r a h s h t a k w m d o h r o u f I w w s E
23
C
Sectio tion n 2 Planning Sec
2.6 Phase 3 – Creating a Lesson Plan (Short-Term Plan) Short-term plans are for teachers to use in the classroom when delivering their lessons. A blank template for a lesson plan plan is provided provided in Appendix E. This is particularly particularly useful useful when when template for first introducing introd ucing the framework. However However,, when teachers teachers have become confident in their teaching, and have a sound knowledge of the subject matter and know the best way to deliver it in the classroom, daily plans can become weekly. weekly. in The guidance that follows assumes that, with the new framework, teachers will need to plan in some detail at first. first. The content of short-term plans needs to be worked out carefully.
Training activity act ivity:: Producing a Lesson Plan Format (Appendix A2) Short term planning (lesson plans) plans) This activity describes an exercise that may be carried out by groups of teachers to explore what a short term plan (for a single lesson) should contain. They can then experiment with a format to include all that they decide would be useful. Photocopiable sheets are included. included.
plans: Here is a list of some of the more important points to consider when creating short-term plans: •
Teachers need to keep in touch with children’s needs and ensure learning is of good quality and secure. secure.
•
‘Over-planning’ of a whole week’s work can also lead to inflexibility. inflexibility.
•
Sometimes lessons lessons need to speed up, on other occasions it may be necessary to revisit an aspect of learning. learning.
•
Teachers must be prepared to amend plans from lesson to lesson. lesson.
•
If the learners’ work is poor or they have struggled during the lesson, it might be sensible to revisit the work and not rush on to the next objective. objective.
•
Plans need to be helpful to teachers and they need to be used. used. Plans should not just ‘sit’ in a neat folder. A good set of plans may have have notes written all over them to show what went well and what might need adjustment for next time.
•
There is a need to try and keep ‘on track’ or keep up with planned work but teachers should not stick so firmly to their plans that they cannot follow an idea that is unplanned. Quite often, often, excellent lessons result when something happens to stop the planned lesson – a local or national event, a child brings something into school – and the learners are interested. inter ested. Teachers should feel that they can use these stimuli to develop develop talk, reading or writing writing.. Learning takes place when learners are motivated and enthusiastic. enthusiastic. Whilst it is true that ‘unplanned’ activities should not lead the teaching, it may be possible for teachers to revisit both short- and medium-term plans to see if any objectives can be met. In this way, way, a certain amount of flexibility can be allowed. At the same time it should should
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
be remembered that the time allowed for a term’s units is 12 weeks – therefore an unplanned activity could happen AND the intended planning be followed as well. well. The following table shows the different components of a short-term plan that you will need to complete. complete. The template is like a recipe. When all of the items are there, it can work to create a good product – good planning can lead to good teaching. Later sub-sections sub-secti ons describe other methods for strengthening teaching. teaching. (2.6: Delivery and Section 4: Assessment) Assessment) Make sure that your lesson plans describe what is to be taught and how it is to be taught. A blank template template for for creating a lesson plan plan is provided provided in Appendix E to assist you. you. instructions ctions on the next page there is a worked example example for a specific E2L lesson. After the instru Further examples of lesson plans can be found in Appendix C and alongside the scheme of work at the end of this document. document.
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Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e e i . : s h a s d 4 ) r u t s e f e t e w o l f t e a v n i n e e o h l o i r i t i h e h h e t i t t n e m e v e i h c A h d e w e c n c s T b e h e m n c r i s e d i : o d c i e v f o e c n e d i v E e k n e c s b n t a S s S t t s d e h a S s e h e c e t c n e e o t c d e a d A s g s j e v c i c e a u L l h v a u a e b e s C c t a A w e t e t o s h m o b ( S A k r o w f o t i n u e h t f o e l t i t e h T : T I N U
g n i n n a l P 2 n o i t c e S
s n o i t c u r t s n I n a l P m r e T t r o h S
y a d e h t d d a d l u o h s s n a l p y l i a d ; e c n e r e f e r e t a d a s e v i g : g n i n n i g e b k e e W
y e r o t i f s b l v l i a l i d t i r w e c e t d a t a a e e h e h M t n t
s e c r u o s e R
r . e d e h e , e d t d a e n g n b h / m w e i n n s e d m n a e b n a l a c i t r d a e p k i l u n b e o n h o o t w u h e t t e d f e r s b o m o o s s e t p t e h n a n r a p e h s p d o m n n s n n a a a m o l s o o s p , i i s e c l s t e n n o i y i n s o v n e s s i t e t a h e t s l c x k e e e a e e r r w s h n r o e o t / w h o e i x t h s e w h e t e r s n d e t o o m i s b u h o n f e o e e e t h x t s i N h T a t B e l
; s r s o t a l l ) . c a n e c t u d e ; p d l e n o u i , v e h o i / s I r l : i d w g n p e k e r a G / r t = = i d o = e n G I i w w d W W o l e n o n b i n s t o i a i o s t e i t t t e o n p i p t y i i t i n e r e i r r c v c i t e e s s t e h i v c e i f t c s f A ( d D D o a
s s e c c u S
a i r e t i r C
b u s n i d e d i v ) o r 1 . p 3 s n l i o a i t t e c e D ( s
d e s t 4 u n r e n o o b e i t m s l l e c n i e v S o w i i e t t e t s a h e n e h c u t a S e q s e – m t r ) s e r n u s s a e s s e s a e m e e s c A s t e c e a m u h t o s n T s t ( o h r c e a o e m r n o e f t f t d e o s c i e l e e r s e h e r t a , e n e n o s o n e s a h s h e T l t
s e v i t c e j b O g n i n r a e L
t n e m u c o d k r o w e m a r f e h t m o r f s i h c i h w n a l p m r e t f e r k r o w e m a r F m u i d e m e h t m o r f n e k a t e d o c e h t s i s i h T y t i v i t c a h c a e n o t n e p s e b o t s i g n o l w o h
g n i m i T
k / n n r o n i o o i w t o t i s d s a e v e s r k u e r q r u c s e : s b a i A w d o m s & n : : : Q a D O M
g n i w o h s , n w o d e m i t n o s s e l l a t o t e h t s k a e r B
) d l s u e i o t i h v i s t t ) c a i ; s s i e o t e t i i t v d i t v i e t i c k c a n i a l o ( n t i e d l a e t o r k r e i t n l c l u r ( d o e a f t l / r s o s u t l p j u u e d o b r a g y / / a s n m p o i s u t i o a h i t r g t ; / n d e r e n o s i e i f t f i n a d a i t f g r n o o e r s l e i e f f i a b d t l f e l i D w o : s s l n s i o a a t i l t c e a s e d i e h n t d a u w l g r o c n O H i
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Cambridge Secondary 1English as a Second Language Teacher Guide
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Section 3: Teac eaching hing Approa Approache ches s
SECTION 3: TEACHING APPROACHES This section considers some of the different ways that you may choose to deliver particular activities throughout the year. year. There are as many ways to teach as there are teachers! We all have our own preferences and ways in which which we feel feel most comfortable teaching. However However,, it is important to remember that learners have different learning styles and we need to appeal to all of them in our teaching. teaching.
Training Activity: Planning and Delivering a Lesson (Appendix A3) In the appendices you will find a useful training exercise that helps to draw out just how many of these approaches teaching staff already practise but, through familiarity, simply do not notice. notice.
Learning ng Intention Intention 3.1 Sharing the Learni Making objectives clear to learners is an essential part of giving them power over,, and responsibility for, their own learning. Knowing how the objectives over link together over time as an articulated whole, in the medium and long term, provides a kind of learning landscape: a route along which learners are travelling. The short-term plan will have selected objectives for the lesson. lesson. When delivering the lesson, the objectives need to be shared with the learners. It is at this stage that a further breakdown of the objective is needed. needed. First of all, the word ‘objective’ itself may need to be made easier to understand. ‘Learning Intention’ is an easier term. Learners need to be told what it is they are going to learn. learn. When objectives, or learning intentions, are shared, learners become more involved, have a better understanding of what they have to do and can comment on their own learning. learning. •
Knowing what it is you are meant to be learning is vital for learners.
•
It takes very little time and can be explained at the same time as learners are told what to do and how to do it – usually at the end of instruction instructions. s.
•
They can be displayed and read together. together.
•
They need to be made clear. clear.
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Cambridge Secondary 1English as a Second Language Teacher Guide
Training Activity: Sharing Learning Intentions (Appendix A4) A4) In the appendices you will find a suggested training activity that has some details about how this might be done with different groups of learners. learners.
The framework makes the objectives clear to teachers at each stage. To make objectives clear to learners, the words need to be changed. The table below gives examples of verbs that could be used when re-wording objectives. Please note that they are only example examples, s, with some alternativ alternatives es listed too. too. ‘knowledge knowledge’’ = to know. . .
‘concepts concepts’’ = to understand. . .
• to know
• to understand
– to spell
– to explain
– to recall
– to realise
– to recognise – to identify ‘skills skills’’ = to be able to. . .
‘attitude attitude’’ = to be aware of. . .
• to be able to
• to be aware of
– to explore
– to identify
– to use
– to know about
– to talk about – to discuss – to know how to
Example of rewording an objective objective vocabulary accurately on a range of general Objective: Spell a growing range of high-frequency vocabulary and curricular topics. topics. Words used: ‘you need to work on spelling correctly the words that we study and use’ use’ Explaining the learning takes very little time. Finding the right words will improve improve with learning intention takes practice and need not be written in the lesson plan. A sheet of notes may be useful though as it is easier, provided the learning intentions in the medium-term medium-t erm plan are clear. The words used will also relate closely to the ‘success criteria’. (See Section 4: Assessment.) Assessment.) Making the wording of the objectives accessible to learners will need to be done by individual teachers as they know their learners best. best.
Criteria Creating Success Criteria The learners’ understanding of the learning intention is developed much more fully if it is followed by an invitation to them to create ‘success ‘success criteria’. criteria’. These success criteria crite ria provide a a way for teachers and learners to know at what point a learning objective has been achieved. achieved.
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Section 3: Teac eaching hing Approa Approache ches s
There are many ways that this can be done. done. •
Whole class discussion discussion
•
Group discussion followed by feedback to whole class class
•
Group discussion where the task is differentiated and learners work with an adult on their own task task
•
Using talk partners partners
One of the best ways to generate the success criteria with learners is to use samples of work from, for example, the previous year. year. •
Select two pieces of work – one that has most, if not all of the requirements, and one that that does not quite include all of them. them.
• Ask
learners to discuss with, for example, their talk partners, what they like about the work and what could be improved. improved.
•
Feedback comments can be collected and the learners can decide which are the most important things to think about when doing the task. In this way ‘success criteria’ are produced. produced.
crit eria should be displayed throughout the lesson. The The learning intention and the success criteria criteria may be in the form of ‘steps’ so that learners can check their ‘success’ by following the pathway created by the ‘steps’. ‘steps’. Learners work independently on the lesson task. Before finishing they can be asked to say how far they have met the criteria and record this on their work. This could also be a shared activity with their talk partner. partner. Once learners are used to the routine of producing success criteria, it can happen often – not not necessarily for all tasks. You may be concerned that there will not be enough time in lessons to do this. However However,, you will quickly discover that time is no longer wasted on repeating the task instructions because the learners now all understand what they have to do and are keen to get get on and complete the task. task. them: Giving success criteria a central role in lessons and allowing learners to produce them: • •
helps learners to gain a deeper understanding of what to do do
•
gives learners ownership ownership of the criteria so that they can create a successful ‘product’ ‘product’ gives learners a basis for self-evaluation and peer evaluation evaluation
•
enables learners to become active learners. learners.
See the section on assessment for how the creation of success criteria fits into formative assessment techniques. techniques.
Training Activity: Creating Success Criteria with Learners (Appendix A5) A5) In the appendices you will find a training activity on how to create success criteria with your learners. Teachers will find their own ways of doing this as their expertise develops. develops.
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Cambridge Secondary 1English as a Second Language Teacher Guide
Talk Partners Using talk partners can create a very positive atmosphere in the classroom as learners find find themselves working with different people – people who they do not know that well. Teachers can decide how to organise talk partners in either a structured or a random way. Partners can be changed changed around at certain intervals to vary var y the experience. experience. Talk partners: •
are all-inclusive
•
result in increased tolerance and respect respect
•
are excited by new partners partners
•
result in improved behaviour
•
have benefits for learners with special educational needs needs
•
result in increased self-esteem. self-esteem.
3.2 Learner-cen Learner-centred tred Learning Learning Learner-centred learning recognises that the focus in teaching is getting learners to ‘do’ rather than ‘listen’. ‘listen’. This emphasises the practical nature of teaching teaching at this phase. Learning by doing attaches real meaning to whatever related knowledge is being taught. Being told how to swim is after all not the same as being able to do it, and as thought is an action too, we need to put put it into a context and connect it to our emotions as we discover its applications. Understanding requires belief and these three simple points are a neat reminder of how that deeper learning is accessed through activity. activity. •
I listen
– I forget forget
•
I see
– I believe believe
•
I do
– I understand understand
It is clear that a range of different teaching strategies will be needed to provide the correct environment in which which learners can develop their skills, knowledge and understandi understanding. ng. Included in these are methods that encourage active learning, thinking skills skill s and independent work. The role of the teacher in planning, providing and adapting learning experiences to cover a range range of learning abilities (differentiation) is central to promoting skills and knowledge development. Good differentiation is the key. key.
3.3 Differentiation Differentiation Differentiation is when a teacher reflects on learners’ needs and matches the teaching methods, learning tasks, resources or environm environment ent to individual learners or groups of learners. There is a variety of reasons for the range in learners’ needs, but the key principle is that through differentiation all learners can become successful learners. learners.
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Section 3: Teac eaching hing Approa Approache ches s
The main reasons for the need for differentiation in the classroom are the: the: – learners’ level of ability, this is both for supporting the less able as well as challenging the the most able able – personal styles of learning or pace of work. work. differentiate erentiate How to diff There are many ways in which teachers can create or adapt teaching methods or materials to give every learner the opportunity for challenge and success. Some ways of differentiating are: •
By using ability groups. The most common way of differentiation is where learners are placed in high, average or low low ability groups for some subjects. This can be the most effective way to help the teacher match the work to the different levels, but it sometimes causes the less able learners to develo develop p a poor self-image, especially if groupings are rarely r arely reviewed. reviewed.
•
By using mixed-ability groups. An alternative alternative to this method might might be to group learners learners according to gender, age, friendship, or other criteria. This prevents stigmatisation and research has shown that less able learners work better in mixed-ability groups. However, more able learners may not reach their potential and will not necessarily be as challenged as they are in same ability groups. groups.
•
By varying the task. This is when learners cover the same work or meet the same objectives, but in different ways. For example, when learners are working on ‘clauses’, some might use sets of ‘clause cards’ to create sentences to identify different kinds of clauses, whilst others might be able to work directly from a book activity or worksheet. The most able might work on manipulating clauses to create different effects. effects.
•
By varying the outcome. This is when learners are expected to reach different standards by learning through through adapted learning learning styles or resources. For example, example, if the class task is to write a short story stor y about an animal, some learners whose written language language is weak might might record the story onto tape; some learners with developing writing skills might draw pictures with captions; others, whose writing skills are good, might write a longer story or include dialogue. dialogue.
•
By varying learner support. This is when learners receive additional help from the teacher, a classroom assistant or even a more able learner. For example, when a class is undertaking a a group reading activity, the teacher might work with the less able group and lead the the discussion but allow the most able learners to work in an unsupported group, with a a summary sheet of questions / challenges to focus their discussion. discussion.
In summary, there are several ways in which the needs of learners can be met. Planning needs to include opportunities for: for: •
differentiated diff erentiated group work work
•
differentiated open-ended tasks tasks
•
differentiated questioning: differentiated questioning: this is particularly important when using ‘closed’ questions (see section 4: assessment) assessment)
•
open questions: these allow all learners to take part. encourage learners to discuss their answers either in pairs or small groups before before giving a response response
•
targeted questions: this is when pairs or small groups are asked specific questions questions related to the main learning outcome. outcome.
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Cambridge Secondary 1English as a Second Language Teacher Guide
It is important that all learners have the opportunity opportunity to take part in a discussion, and can respond orally or through specially adapted or specialised resources. resources. Some learners may need extension activities. These can be based on the same learning objective as the rest of the class and need to be very high, but with realistic expectations. expectations. Challenge learners to take responsibility and be independent and active, and to question and evaluate their learning. At the end of the lesson they can be asked to share experiences and ideas, so that all of the class can see and hear higher level work. In some cases these able learners may be able to use their experiences with active learning to set their own success criteria. criteria. Written work or homework can be adapted to suit particular needs if a learner needs more help with understanding the written word. Enlarged print, illustrations which provide clues to the the meaning of the words, or an audio tape can be used. Simplifying the vocabulary or breaking the task down into simpler steps, with more guidance, can also help. Appropriate resources should be provided. Learners who need extra support can be encouraged to choose their own support materials. materials. standard . It Differentiation does not set out to enable all learners to achieve the same standard. aims to promote learning so that all reach their potential – the best that they as individuals are able to achieve. Your skills as a teacher will be to encourage learners lear ners to reach their own personal goals through carefully planned provision of exciting and stimulating learning experiences. experiences.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
SECTION 4: ASSESSMENT ASSESSMENT
Assessment? 4.1 What is Assessment? As with planning, it is useful to think of assessment as three connected levels: short-term assessments which which are an informal part of every lesson; medium term assessments which are used to review and record the progress learners are making over time in relation to the key outcomes; and long-term assessments which are used at the end of the school year in order to track progress and attainment against school and external targets. targets.
assessment Types of assessment Formative:
to establish whether learners have met the learning learning outcome or are on track to do so. (These are both short and medium term.) term.)
Summative:
to ‘sum up’ what learners have achieved. (These are are long term.) term.)
Functions Functions Formative Diagnosis:
to identify why learners do not understand or have have difficulty with some topic or idea, and to use this this information informatio n to take appropriate action to correct correct mistakes or misconceptio misconceptions. ns.
Formative Evaluation:
to determine whether the action following the the diagnosis has resolved the learner’s difficulties. difficulties.
Summative Evaluation: to establish what general level of ability the learner has has attained understanding, ing, selecting, applying attained in terms of understand and manipulating the knowledge and skills they have been taught. This kind of assessment is used as a a means of reporting to other establishmen establishments, ts, and to parents, on the actual attainments of learners. learners. Formative assessment is the process by which we analyse and review what what a learner has learned and how they have learned it. For most teachers this this process is inseparable from the actual teaching process, in which everyday observations in the classroom can help build up a fully rounded picture picture of an individual’s progress over time. Effective formative assessment involves involves that evaluating learners’ progress and making decisions about the next steps that will be required to address their development needs. needs.
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Sectio tion n 4: Assess Assessment ment Sec
4.2 Using Formative Formative Assessm Assessment ent to Raise Ac Achievement hievement said so far about formative A summary of what has been said formative assessment. assessment. FORMATIVE ASSESSMENT
Uses clear shared shared criteria criteria
Uses a variety of techniques techniques
Builds on strengths strengths and develops strategies for overcoming overcoming weaknesses weaknesses
Provides regular meaningful meaningful feedback to the the learner
so that that
The learner is involved in the process process
The learner feels known known and valued valued
that so that
The learner experiences increased increased selfesteem and personal confidence confidence
so that that
improves The learner’s motivation improves
that so that
The learner’s level of achievement is raised raised
Assessment difference to learning. learning. Furthermore, Furthermore, it can make a positive positive difference difference Assessment makes a difference when learners are actively involved with their learning. learning.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
The influence of assessment assessment In E2L, thinking, learning and assessment can be linked together in a creative and integrated way.. The figure below attempts way attempts to show this relationship. relationshi p. ASSESSMENT ASSESSM ENT
THINKING
encourages encourages
LEARNING LEARNING
Thinking encourages learning, which allows assessment to take place. In turn, assessment motivates both thinking and learning. learning. Think back to the earlier sections of this guide and consider how some of the things we have talked about, such as involving learners in their own learning, sharing learning intentions and creating success criteria, making use of learner-centred learning learning etc., can be combined with the the general and informal kinds of assessment you use in the classroom. The purpose of assessment is to provide information for a variety of audiences. Below is a summary of when and how assessment can take place. place. •
During a lesson:
direct questionin questioning g interaction/discussion observation observation
•
End of lesson:
quick revision test (yes/no, etc.) etc.)
• After
• •
lesson: lesson:
End of unit: End of year:
marking work homework task task test or focused task (homework) (homework) progress tests/achievement tests tests
Formative assessment is therefore an integral part of teaching and learning and should not be ‘bolted on’ to activities. It helps to give the curriculum meaning for each learner. Furthermore, it enables each learner’s learning to progress at the optimum rate. rate. Assessment view, should give direct Assessment results, whether in the short, medium or long-term view, information about learners’ achievements in relation to objectives. Whether you are considering the steps required to reach a single objective or achievement of objectives over time, they should be criterion referenced (an agreed measurement or standard that needs to be reached – such as the ‘success criteria’ cr iteria’ discussed earlier). earlier).
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Sectio tion n 4: Assess Assessment ment Sec
Such criteria should be clear and well established. establishe d. The ways ways in which criteria are set up and used should reflect traceable routes of educational development which offer continuity to to the a learner’s assessment at different ages: assessments should relate to progression. At the informal level, for example, you might want to measure how well individuals have grasped the content of a unit or lesson. lesson. On a larger scale, say end of year tests, assessment results should be capable of comparison between classes and schools so that colleagues may share a common language and agree standards: assessments should be moderated. moderated. Perhaps most importantly, learners should have a role in their own assessment. They should know exactly what is expected of them and also be able to offer a personal view of their performance. This involvement of learners is described fully in sub-section 3.2, Learner-Centred Learning, and further in sub-section 4.2, Using Formative Assessment to Raise Achievement. Achievement. Learners need to know: know: •
where they are in their learning learning
•
where they are going going
•
how to get there. there.
assessment: Core principles of formative assessment: •
share learning goals and success criteria, both long and short term term
•
activities must match the learning intentions intentions
•
develop devel op success criteria with learners learners
•
make the focus of the success criteria how they will achieve the learning intention intention
•
effective questioning needs to fit the purpose, giving learners thinking time time
•
learners should be actively involved in self-evaluation. self-evaluation.
Assessme Assessment nt for Learning Learning ‘Assessment for learning’ brings all of the ideas above together as a conceptual approach. approach. A good wo working rking outline of the concept concept was provided provided by by England’s Qualifications and and Curriculum Curriculum Authority.. It has become widely accepted and Authority and runs as follows: follows: 1. The provision of effective effective feedback to learners. learners. 2. The active involvement of learners in their own own learning learning 3. Adjustment of teaching to take account of the results of assessment assessment 4. Recognition of the profound influence assessment has on the motivation and self-esteem of learners, both of which are critical cr itical influences on learning learning 5. The need for learners to be able to assess themselves and understand how to improve improve
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Cambridge e Secondary 1 English as a Second LanguageT Language Teacher Guide Cambridg
4.3 Developing Assessment in the Classroom Classroom So how might we go about developing strategies for assessment in the classroom? The diagram below shows the essential properties of a functioning classroom assessment. assessment.
POSITIVE
MANAGEABLE MANAGEABLE ASSESSMENT NEEDS NEEDS TO BE... BE...
CONSISTENT
USEFUL AND USED USED VALID
To support development of assessment in the classroom, teachers need to build their own skills and knowledge so that it becomes an integral part of classroom practice. The following training activity enables you to identify the extent to which formative assessment is already being practised in your school. school.
Trainin raining g Activity: Activit y: Taking Stock S tock of Formative Assessment Assess ment Skills S kills (Appendix A6) A6) •
Take stock of what formative assessment skills already exist amongst staff – this this gives everyone a chance to consider the elements of formative assessment. It is a valuable audit tool tool
•
You can then complete a summary sheet to show which areas you feel you need to support. (At the same time the audit also provides an opportunity for you to celebrate the skills that staff have developed already.) already.)
•
Finally, school managers can use the resulting information from the audit of skills to plan training needs for theonwhole school – summary some of these may metprovision by expertise already in school (shown the individual sheets) or be by the of an external trainer
Assessment ment Technique echniques s 4.4 Assess There are many ways to approach formative assessment. You can identify the most appropriate ways at the planning stage and indicate them on your plans. The amount of assessment that can realistically be carried out will be partially dependent upon the assessment techniques chosen and the suitability of the task for assessment. You will need to know that key aspects of the learning have been grasped in order to move on to the the next lesson or unit, and you will have to decide on the best techniques for assessing these. Here are some pointers. pointers.
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Sectio tion n 4: Assess Assessment ment Sec
Assessmentt techniques Assessmen techniques generally fall fall into two broad categories: categories: Product Product
– The learner must work alone for effective assessment to be made and the the
assessment is made after the task has been completed. completed. Process Process
– The learner works alone but the proces process s of learning is assessed and therefore
the assessments must be done at the time that learning is taking place. place. or
The learner works in a collaborative group. Issues arise concerning how to identify the contribution of one learner, especially when the exercise depends on a co-operative effort by all. all.
first. We shall look at assessing the Process first.
Questio tion n and Answe Answer r 1. Ques questions Open and closed questions (a)
OPEN
– e.g: discussion, where the learner is encouraged to talk freely: “Tell me about. . .” “How do you feel about. . .?” .?”
(b)
CLOSED
–
e.g: questions requiring short specific answers.
In considering questions, the following points must be addressed: addressed: Is the wording clear? clear? Do they get the desired information? Do they flow from easy to difficult? How are the responses used? used?
2. Observation Observation Think about what we’ve said concerning active learning and how it gives meaning to knowledge by placing it in the context of a rounded experience, and think about how this experience and knowledge can be linked to a wider continuum of knowledge by allowing learners to understand where they are on their learning journey. journey. Learners have different learning styles and active/experiential learning gives you, as the teacher, the opportunity to approach a topic in many different ways at once. It also gives you the the opportunity to observe how individual learners learn, which topics they learn best and in what particular way they learn best. This can inform your planning in terms of their development and also in terms of improving your own delivery over time. Think what makes an impact on a young learner’s mind:
seeing? * thinking? thinking ? * hearing? * feeling? *
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
These might translate approximately into: practical activity activity investigation problem solving game drama/role play play as: You will need to consider factors affecting how observation is to take place, such as: The physical location of the teacher •
The teacher sitting with a group of learners, where any participatory role is ‘outside’ the the assessment to be made made
•
The teacher sitting with a group of learners, where the role is passive and understood by the learners – should any intervention be necessary to extend explanations, explanations, etc., then it must must take place, because assessment is NOT about creating a threatening situation that may prove intimidati ng. It is about being a part of a positive learning experience. (The assessment may intimidating. may continue even if adjustments have to be made to the main objective and anticipated outcomes.) outcomes.)
•
The teacher teacher sitting away away from the learners but in a situation that can fulfil the requirements requir ements of the assessment. assessment.
The learners being assessed assessed •
Learners must be involved, as with all assessments, with the relevant criteria at the outset of the activity activity
•
Issues concerning collaboration must be addressed positively. As a means of promoting learning, learners need to interact and this should not be dismissed in terms of making valid assessments. Attention may be focused so that these issues are not perceived as a a problem but as a positive contribution to the learning process. In this respect, the professional judgement of the teacher plays a crucial role in determining what each learner has achieved achieved
Techniques 1 and 2 (open and closed questions, and observation) are of the PROCESS type, where concentration on a single learner or small group is required for a short time. The number of assessment decisions is restricted to one objective or a small number of them. them. Technique 3 (giving feedback, below) is of the PRODUCT type. Much of it can take place outside the classroom. This allows recording of decisions away from the restrictions of the classroom. A larger number of objectives may be tackled. At the same time it must be emphasised that marking work with the learner can be an example of excellent practice. practice.
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Sectio tion n 4: Assess Assessment ment Sec
3. Giv Giving ing Feedb Feedback ack Feedback may be oral or written. All feedback should be positive and meaningful to learners. We are constantly giving our learners feedback. Our response to their contributions in in questioning sessions or discussions may be oral but it can also be non-verbal – a smile or a gesture. There are countless examples of when we do this – a smile at the beginning of a lesson, a nod of the head. Below are listed a number of different techniques of giving feedback. a. Oral feedback feedback
Oral feedback is potentially the most effective form of feedback. Getting learners to talk together before answering questions increases their achievement. It is the most natural and frequent feedback experience for learners. The language of the classroom has an enormous impact on the learners, and should create an ethos where speaking freely about learning is positive. Teachers’ oral feedback needs to be focused mainly around the learning outcome of the lesson, and can be given to an individual, a group or the whole class. Where verbal feedback has been used to give g ive a response to t o written work, the task could be annotated annot ated V.F. (verbal feedback) and initialled by the marker. marker.
b. Distance marking marking Marking should be positive, clear and appropriate in its purpose – it needs to offer positive benefits to staff and learners, and the outcomes need to be fed back into planning (formative assessment). Most effective marking occurs when the work is marked together face-to-face, but if this does not occur, and the work is marked away from the learner, the following should be considered: considered: •
Can the learners read your comments? comments?
•
Can the learners understand your comments? comments?
•
Do you allow them time to read your marking? marking?
•
Do you allow time for some improvement on the work to be made before moving on to the next activity, or do you expect the learner to be able to transfer your improvement improvement suggestions to another piece of work in a new context? context?
Acknowledg knowledgement ement marking marking c. Ac This is a courtesy look at the work, and may include a tick or an initial. It implies that some dialogue took place during the lesson, which will have had an impact on the learner’s learning. The acknowledgement simply informs others that the work has been dealt with orally, in a group or whole-class settin s etting. g. marking d. Closed exercise marking This is where the work is marked together, and therefore fewer examples of the work have been given. Learning is the priority, and misconceptions or errors are shared, and not reinforced. Answer cards may be given to the learners to mark their own work if it has been reinforced. differentiated. Where this method has been used in class time, the learner marking the work will annotate and initial. initial.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Motivational al marking marking e. Motivation Some learners seek confirmation from the teacher that they are achieving. We need to encourage intrinsic motivation motivation where the learner can identify their own successes first, then celebrate with them. As a general rule this marking should be as positive as possible. possible. f. Response partners partners
This is when two learners discuss their findings, thoughts, ideas or answers together before giving a response to the class or the teacher. They can be paired, in mixed ability or ability groups. It engages all learners in the lesson, develops collaborative and active learning, clarifies thoughts, and makes it a ‘safe to talk’ environm environment. ent. It can occur in the introduction, independent work or plenary. A response partner helps you with your work, tells you the truth truth about your work, and helps you to make your work better. better. g. Quality marking marking
This is when success and improvement needs are highlighted against the learning outcome. Asking for some small improvement improvement is rich in its impact on learner’s work and their attitude attitude to improvement and learning. This would not take place for every piece of work, and with training and modelling by the teacher, learners can be encouraged to mark their own, and each other’s, work using this approach. This approach can be done orally as well as written, especially with younger learners. learners. h. Self and peer assessment assessment
Learners should be involved as far as possible in the analysis and constructive criticism of their own work. We should encourage learners to use self-evaluation continually, so that reflection, pride in success, modification and improvement become a natural part of the process of learning. learning. Peer assessment and self-assessment is much more than learners marking their own or each other’s work. To improve learning, it must be an activity that engages learners with the quality of their work and helps them reflect on how to improve it. Peer assessment enables learners to give each other valuable feedback so they learn from f rom and support each other. other. It adds a a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables learners to t o achieve beyond beyond what they can unaided. Peer assessment helps develop develop self-assessment, which promotes independent learning, helping learners to take increasing responsibility for their own progress. progress. Self-assessment and monitoring can involve learners directly if they have a homework journal. Teachers can add comments, providing informal feedback to parents at the same time. The same is true for a reading journal, which keeps track of a learner’s reading experience both at school and at home. Spelling logs are useful as a means of tracking learning, with different headings for known words and for new words to be learnt. learnt. Further advice on marking marking Time spent marking must lead to improving learners’ work. Sometimes a frustrating aspect can be when learners keep repeating the same errors all the time. Marking strategies need to make marking quicker and more effective. effective.
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Marking has other key functions. functions. •
It can show what needs to be taught next. Often, the same error may be identified – perhaps this can form the basis of a whole-class discussion. Feedback from marking should be planned into the next session. Learners need to become used to feedback as a way of learning. They can often make improvements straight away to their work. work.
•
It also shows teachers how successful their teaching has been – it is easy to identify when a a lesson or activity has not contributed to the learning! learning!
• A
positive outcome is the way that plans for the next lesson will be amended. amended.
When marking writing: writing: • A
highlighter pen can show show where the writing has been particularly successful. successful.
•
If the learning intention has been written, pages of work can become more meaningful both for the learner and for the teacher when reviewing the work at a later date. A brief comment can be written against the learning intention to say whether it has been very well achieved or achieved . Not achieved is a very negative comment. Needs more help or or partly partly achieve achieved d sound much better. A system of codes could work just as well. At the same time, a comment comment directed to the learner is important, e.g. This is a very entertaining story, Anna, I have enjoyed reading it. Thank you. you .
•
Where the learning intention is not written down, a marking comment at the end of the work needs to be written that includes the wording of the learning intention, e.g. You have used the past continuous continuous for backg background round actions actions correctly . If sticky labels are used for learners who are not fluent writers, the words suggested above may be used. used.
•
To save time-consuming record-keeping, a triangular corner of the page may be folded and coloured to show that the piece of work shows achievement of the particular objective. Schools and teachers will have their own systems of record keeping – it is worth worth remembering that marking the learners’ work as suggested saves a lot of paperwork!
All of this leads to the ne next xt sub-section in an appropriate appropriate way way as many many of the strategies described above, especially in self and peer assessment, are examples of where learner- centred learning and assessment can happen. happen.
Self evaluation: evaluation: Thinking about what happens when we are learning (Choose one and add the words of the learning intention) intention) • What really made you think while you were learning to ……? ……? • What helped you (e.g. a friend, the teacher, equipment, a book, your own thinking) when something got tricky about learning to ……? ……? • What do you need more help with about learning to ……? ……? ……? • What are you most pleased with about learning to ……? • What have you learnt that is new about ……? (quote learning intention) intention)
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
4.5 Assessment Available from Cambridge As part of of Cambridge Secondary 1, end end of stage tests (Progression (Progression Tests) are provided provided for for Stages 7–9. These These are ava available ilable to registered r egistered centres from the t he Cambridge Secondary 1 website. website.
Progression Tests ests These are for use within the classroom to measure the progress of the learners and identify strengths and weaknesses. identify weaknesses. The tests are designed to be flexible and can be used to: to: Assess the performance of the learners against the learning objectives in the curriculum framework. The Progression Tests are produced to precise specifications to ensure a a representative coverage of skills and knowledge. The tests assess learning objectives from the the entire stage and so should be used when teaching is complete. However, it is preferable that that they are used when there is still time left in the term to provide learners with feedback and help them reflect on their achievements and consolidate the year’s work. Diagnose strengths and weaknesses. The results of the tests should be fed back to the the learners. It is important that they know their strengths as well as being aware of the areas where they are weak. Feedback should always be constructive and should include practical advice on how to improve areas of weakness. weakness. Examine progress from one year to the next. The Progression Tests Tests can c an help you see whether learners are progressing at a steady rate, faster, or slower, than expected. The comparison against an external standard means that even the weakest learners can show progress. This may have been overlooked if these learners were only compared with their stronger peers. Similarly, lower than expected performance in an able learner can be identified and investigated. investigated. Inform planning. The results of the tests can be used to reflect on the teaching over the year and prompt changes for subsequent years. If there are areas where the entire class appears to be strong or weak, the teacher should consider the strategies used for those areas and adapt them as necessary. The data from the tests will also be of value to the following year’s teachers to provide them with information about prior knowledge of the learners entering their classes. Alternatively Alternatively,, it is possible to give the test for the previous stage at the beginning of the next stage to determine the ‘starting point’ of the learners and identify any areas of weakness that that need to be addressed. addressed. the Aid reporting to parents. The results of the progression tests can be combined with the teachers’ own observations to produce informative reports to parents. Parents want to know how their child is doing and the results of the tests provide quantitative evidence of this. Reports should include areas of strength as well as areas where improvement is needed. needed.
Progress Checker and Data Analysis The raw marks for the Progression Tests can be converted into levels that can then be used to compare between groups and between years. years. The Progress Checker has been developed by Cambridge for Cambridge Secondary 1 to offer teachers an online method of producing informative and analytical reports on the progress of learners. The Progress Checker software on the Cambridge Secondary 1 website (https://cambridgesecondary1.cie.org.uk) produces a number of comparative reports which enable teachers to compare progress in their subject.
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Sec Sectio tion n 4: Assess Assessment ment
The Progress Checker can be used to: to: •
Compare the performance of groups of learners within a school school
•
Identify strengths and weaknesses of individuals and class groups groups
•
Compare performance on different questions or topics. topics.
Class Summary Report Report The performance of a group of learners is illustrated by three different charts within the Class Summary Report: Report: Overall Performance:
shows the overall performance of the whole group in all three subjects. subjects.
Analysis of Performan ce: Performance:
shows the performa performance nce of the whole class within each each subject and by strand. Performance is shown as a percentage of the total marks available for each strand. strand.
Results by Gender: class.
compares the grades achieved by boys and girls in the
Report Subject Summary Report These reports show an overview of the performance of boys and girls either together or separately for a single subject. subject.
Report Learner Performance Report These reports show an individual learner’s performance stage by stage against each subject. Individual subject performance for the learner can also be viewed by strand within each subject at each stage. stage.
Report Subject Analysis Report Here you will find an Overview Report that lists all of the learning objectives, colour-coded to indicate how a class has performed against a test group, better or worse. available are Question-by-question Reports comparing subject results for a class Also available and showing how that class has performed in comparison to other learners in the school. A Detailed Analysis Report compares outcomes for each question in the Progression Test. Test. Significant differences from the test group are highlighted to show where they have performed better or worse. worse.
Year-on-year Performance Report Report This report looks at the performance of all learners in the class for each subject. It compares grades achieved in tests at the current stage to outcomes in the previous stage. This report is only available where groups have results for a subject or subjects in more than one stage. stage.
Making use of the reports reports These are useful analyses to gain an overview of the strengths and weaknesses in the whole group. They enable teachers to consider factors that might affect this. It is always a whole good idea to begin by reviewing the planning for the objectives where the weakness was shown, for example: example:
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
•
Was a reasonable amount of time allowed for delivering the objectives? objectives?
•
What do the notes say on the planning following the lessons?
•
Was a balance achieved between whole class and differentiated tasks? tasks?
•
Were there any activities which could be described as favouring either boys or girls (gender bias)? bias)?
It may be that the planning check alone does not directly reveal the possible reasons for any weaknesses weaknesses shown in the reports. If this is the case, we need to consider the response of the the learners and their performance in class. This could still lead back back to planning. planning. It is possible that the content of a lesson was too difficult difficult for some learners. If so, some amendments should be made to the original plans. Doing this does increase pressure on ‘finishing’ ‘finishi ng’ the set of lessons for the objectives in question. However However,, time spent revising materials can save time when new objectives are introduced because they will be delivered on a firmer base of understanding. understanding. It is also important to check the areas that were strengths because some ‘extra’ time could be gained by reducing the input for these areas. This has to be carefully judged judg ed as you do not want to reduce the standard in those areas. areas. chosen activities were not as A content review for areas of weakness may show that the chosen stimulating stimulat ing as others. This will affect affect learners’ responses quite significantly. significantly. All of this analysis information that that can help you you improve improve the planning planning and analysis will provide information teaching for the following year. year. Although groups of learners will wil l vary from year to year – the review process needs to be ongoing to allow learners to gain a firm grasp of concepts and methods and should not be seen as a procedure that simply follows the tests. tests. when The tests assess learning objectives from the entire stage and so should be used when teaching is near completion. Lessons following the test period will need careful planning so that learners can target their particular weaknesses as identified in the reports. r eports. Differentiation is the key to the success of these lessons. The reports may show similar problems for groups of learners which will help with organisation. Groupings created as a result of this may change from lesson to lesson. lesson. More able learners can have a set of lessons prepared that extend their skills and understanding whilst ensuring that their areas of weakness are picked up as well. well. Learners can have their own set of targets. These should be set up as part of regular practice in class. Setting up success criteria will support this as well as other selfassessment tools so that that learners are involved at all times. times. For target setting to be successful they should be Specific, Measurable, Achievable, Realistic and Time-bound (i.e. SMART). They also need to focus upon key priorities. priorities.
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Sec Sectio tion n 4: Assess Assessment ment
Cambridge Secondary 1 Checkpoint Checkpoint Cambridge Secondary 1 Checkpoint are additional (end of Secondary 1 phase) tests available to Cambridge Secondary 1 centres. centres. These are intended for learners at the end of their final year of lower secondary education, education, when they are around 14 years old. They provide an assessment of learning objectives from Stages 7–9 of the curriculum framework. framework. They provide a form of detailed, diagnostic diagnostic feedback that is a central feature of Cambridge Secondary 1 Checkpoint. Checkpoint. Feedback is provided at the level of individual learners, teaching groups and whole school. Checkpoint E2L assesses language at Level B1 on the Common European Framework of Reference for languages (CEFR). Details about Cambridge Secondary 1 Checkpoint (including specimen papers) are available from: www.cie.org.uk. www.cie.org.uk.
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
SECTION SECTIO N 5: INFORMA INFORM ATION COMMU NICATION COMMUNICA TION TECHNO TECHNOL LOGY (ICT) AND E2L E2L ICT is a valuable resource which should be used appropriately to help develop learners’ knowledge and understandi understanding ng in their study of E2L. It is important however to consider where ICT may add value to the learning over other non- ICT resources. resources.
Planning As with all planning, start with the objectives. objectives. Questions about ICT linked to the objective might be as follows: •
Will using ICT develop the activity? activity?
•
What software is available that can be matched to the objective? objective?
•
Is it age-appro age-appropriate? priate?
•
How will using ICT affect the pace of learning? learning?
•
Will I use it for the whole class? class?
•
What about differentiation? differentiation?
•
Will it be better for groups or individuals to work on differentiated tasks?
•
Do I need to be involved with a group working on an activity on the the computer? computer?
These are just examples of the questions you may think of. The answer to the the final one is an interesting one as learners need support with all assignments assignments – careful planning should show how your movements during the lesson can include this for some or all of the participants, just like any non-ICT activity. activity. Your answers will reflect what is available in terms of hardware – one computer per class? An interactive whiteboard whiteboard (IWB)? A computer computer suite? suite?
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Sect Section ion 5: Info Informat rmation ion Comm Communica unication tionTech Technology nology (ICT) and E2L
5.1 ICT and Digit Digital al Technology echnology Since they are increasingly part of young people’s everyday experience, digital technology and ICT texts need to be included in the framework in order to make the most of learner’s potential for literacy and learning. learning. Learners bring a wide experience of texts to their school work, expecting to read images as well as print, and increasingly expecting to use computers in seeking information and composing their own texts. texts. The number of texts which include words, images and sound are often categorised according to the method (or mode) of communication, for example: example: •
The computer – internet information and PowerPoint™ presentations presentations
•
On paper – picture books, magazines, novels, information books books
•
Sound and visual media – radio, television, videos and DVDs. DVDs.
When children come to express ideas in the classroom they readily draw on their experience to create texts that use more than one mode, using words, diagrams, pictures, sound and layout. layout. The texts children read on screen influence their writing, acting as models and examples of possible ways to express ideas and information. The digital texts that young people are familiar with – including computer games and hypertext – often follow a different structure from the the familiar narrative, instruction or explanation. explanation. Presentational software and databases extend possibilities for composition. Mixed-mode texts texts can be constructed on paper, but digital technology, with its facility for importing pictures and manipulating text, means that the presentation of writing can be more varied, involving design features that paper-based writing does not allow. allow. [For the remainder of this section ICT is used to mean all kinds of digital technology.] technology.] Speaking
ICT offers greater opportunities for sustained forms of talk as well as asking and answering questions. Software such as PowerPoint™ means greater classroom emphasis on presentation, explanation and discussion. The use of webcams extends interactivity, allowing for instant feedback and time to reflect on the processes of talk – both in groups and individually. Interactive whiteboard (IWB) technology technology puts greater emphasis on shared and public talk. talk. Listening Listening transportable table sound recording equipment. At the same time, time, It is now much easier to use transpor since gesture, posture and facial expression are integral elements of spoken expression, digital cameras are likely to develop the ability to reflect and comment on language use. Discussion Discussion equipment increase IWBs, presentational software, digital video cameras and sound-recording equipment opportunities for pupils to present ideas in groups. Smaller group sessions make it possible for learners to take an active part in group work as well as in teacher-pupil and pupil-pupil dialogue. dialogue.
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
Reading
strategies Basic skills and strategies Digital technology can support the development of reading skills. IWB technology allows IWB. programmes be imported whichstructure identify and highlight phonic by elements. Theuses essential discussion of to sentence and word is greatly enhanced the flexible of the Not only can texts be highlighted, marked, created and amended, they can also be saved and returned to as learning is built from session to session. session.
Read and respond to texts texts Reading on the computer is now part of children’s regular independent reading experience. Imaginative response may include making computer-based texts to present reading preferences to the rest of the class. class. DVD and video texts are increasingly being seen as part of the reading repertoire and offer good opportunities for evaluating purpose and viewpoint. Discussion of the ways that film texts are put together, for example decisions made by the director about camera angles, etc., can help the evaluation of the effect of a text on the reader or viewer. DVDs can be easily paused and re- viewed to see how directors (and therefore writers) construct narratives. Discussions like these, based on film, transfer very easily to discussions about authors’ intentions and points of view. Writing Writing texts Creating and shaping texts On-screen writing is now an essential part of the writing curriculum. The composing, editing and revising process helps pupils see themselves as authors, with the responsibil r esponsibility ity to proofread and craft craft their writing. Word banks banks can be easily stored – either as part of whole whole class work or individually – to support stylistic choices. Completed work is more likely to include image, digitally produced and imported from the internet, and variations in font, colour and design as part of composing effective texts. texts. Text structure and organisation organisation Reorganising texts on screen, moving sections, sentences and paragraphs, is becoming an everyday part of the classroom writing experience. Drafts can be saved and returned to as part of the writing process. Planning and sequencing narrative and non-narrative can be even more effectively learned through IWB software, which allows for quick and easy changes in structure. Sentence structure and punctuation can be edited quickly and easily. easily. Small, handheld digital video cameras can be used to create short film narratives, developing understanding about narrative structure, setting and characterisation. Adding sound means understanding understandin g how to create atmosphere or use dialogue to move a story forward. forward. Word structure and spelling spelling Spell checkers and grammar checkers mean that accuracy can be part of the drafting process. Web-based dictionaries and thesauruses allow the extension extension of vocabulary vocabular y. Personal word banks and dictionaries can be made. made.
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Sect Section ion 5: Info Informat rmation ion Comm Communica unication tionTech Technology nology (ICT) and E2L
Presentation Presentation Typing on a keyboard needs to be balanced with the development of fluent handwriting as there will continue to be times when handwriting is more appropriate. appropriate. purposes. Speaking and It is essential to remember that ICT should only be used for specific purposes. listening,, reading and writing can be supported and extended listening extended through the use of ICT ICT,, but there will always be occasions where more traditional forms of literacy are appropriate. The teacher’s role is vital in planning ICT opportunities opportunities in their t heir lessons. lessons.
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
SECTION SECTIO N 6: CREATING CREATING A POSITIVE POSITIV E LEARNING ENVIRONMENT ENVIRONMENT 6.1 Classroom Organisation There are many different ways of organising the classroom when teaching E2L. Over time, a mix of all the approaches outlined below will prove suitable – depending on the nature of the work being undertaken, available resources (including time), the abilities of the students, and the teacher’s personal preference. preference.
Learning Strategies for the Effective Management of Learning Classroom Organisation
Advantages
Limitations
Whole Class Teaching Teaching
Easy to organise. organise.
Discussion
Economical in terms of resources required. required.
No opportunities for first-hand experience. experience.
Demonstration
Not matched to the learners’ abilities. abilities.
Watching DVD/TV DVD/TV
involve e the whole Difficult to involv class. class.
Work Easy to plan ahead. Developmental Work
Follow-up may prove difficult. difficult.
Learners work in small groups doing similar tasks. tasks. Resource demands are known. known.
Provides opportunities for first-hand experien experiences. ces. Can be matched to the the learners’’ abilities. learners abilities. Easy to compare observations between groups. groups. Facilitates easy record- keeping. keeping.
Circus of Activities Activities
Easy to plan ahead.
cannot be sequential. Activities cannot sequential.
Small groups of learners rotate around classroom during the the lesson, trying out a a variety of activities. activities.
Offers range of differentiated activities. activities.
equal time for all Assumes equal activities and all groups. groups.
Less demanding in terms terms Makes record-keeping more of resources. resources. difficult. difficult.
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Section 6: Creating A Positive Section Positive Learning Environmen Environmentt
Thematic Approach Approach Small groups work independently to contribute to the the whole theme or topic. topic.
Learne Learners rs work at their own pace. pace.
Difficult to arrange a balanced experience of English. English.
coherence. Provides opportunities Difficult to ensure coherence. for first-hand experien experience. ce. Difficult to ensure that the rest rest Leads to good understand. of the class understand. communication. communication.
Individual Topics
High motivation. motivation.
teacher. Demanding on teacher.
Individuals or small groups work on items selected by themselves. themselves.
First-hand experience.
Structured framework necessary. necessary.
Learners work to own own potential.. potential..
It is at the teacher’s discretion to choose which of the above approaches will best suit the the learning situation for the lesson planned. This will enable the classroom to be managed according to desired outcome, with learning opportunities facilitated in different ways. It gives useful organisational ideas. ideas. Once the organisational method has been chosen, it is important for the teacher to decide how they will support, guide and assess, and to identify this in the lesson plan for each session.
How can I support learners during an activity? activity? This needs to form the basis of your lesson plan. plan. Here is a list of things to think about when planning: planning: by: Can I support and guide by: •
Working 1:1 with an individual individual
•
Working with a small ability group and asking relevant questions to scaffold their thinking
•
Differentiating Diff erentiating work by giving diff different erent groups diff different erent outcomes to work to to
•
Organising them to work in mixed-ability groups, where more able learners help less able learners learners
•
Providing Providi ng appropriate worksheets/recording sheets to facilitate easier recording recording
•
Giving them different activities activities
•
Using any other available adults to work alongside particular individuals/groups individuals/groups
•
Moving between groups and acting as facilitator
•
Challenging more able learners to extend their thinking thinking
Can I assess by: by: •
Observing and recording individual responses responses
•
Questioning Questionin g a particular group, e.g. boys, middle-ability learners learners
•
Giving immediate verbal feedback feedback
•
Giving written feedback on their work work
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
•
Setting questions in the same context and asking them to apply what they have learned in a a new situation situation
•
Giving a formal test test
These decisions need to be included in your lesson plan so that any other adult who needs to be involved in the lesson can be included and made aware of their role. role.
Atmosphere here 6.2 Creating a Positive Atmosp above should set the classroom All of the above classroom scene. The role of the teache teacherr in creating the the atmosphere in the classroom is central to everything that happens to promote teaching and learning. learning. Teaching approaches approaches should be consistent consistent.. Learners will struggle to engage in active learning, where they work with talk partners and groups, if they are usually discouraged from talking. Creative thinking would be difficult in a classroom where this is not encouraged. Working in a a group is not easy if learners are used to working individually. Excellent active learning activities resulting in positive assessment practices will not take place in a ‘non-productive’ atmosphere. atmosphere. The best assessment for learning will happen where the teacher creates an environment where everyone everyone is comfortable and familiar with routines. Learne Learners rs will respond to all kinds of activities if the atmosphere is one that encourages them to participate fully in developing their learning. learning. to: The role of the teacher will be to: •
Ensure that learners take an active role in the learning process process
•
Show appreciation of everyone’s ideas ideas
•
Encourage learners to give good reasons for their ideas ideas
•
Involve everyone in discussions discussions
•
Inspire confidence in learners to test their own ideas ideas
•
Make sure learners have enough time to explore ideas properly properly
•
Help learners to work together and share their ideas with others and to appreciate the ideas of others others
•
Encourage learners to make their own decisions decisions
•
Use varied questioning techniques and encourage learners to think of their own questions questions
•
Make learning English enjoyable and fun fun
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Section 6: Creating A Positive Section Positive Learning Environmen Environmentt
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
SECTION 7: SUPPORT AND RESOURCES
7.1 Resources from Cambridge Cambridge Cambridge Secon Secondary dary 1 centres receive access to a range of resources when when they register. Cambridge English English has a dedicated dedicated website which is password password protected and is the source of the majority of Cambridge-produced Cambridge-produced resources resources for the prog programme. ramme. Included on this website website are: are: •
Curriculum Framework Framework
•
Progression Tests Tests (see (s ee Section Secti on 4) 4)
•
Schemes of Work – these give a recommended course outline where where teaching objectives are organised in a recommended teaching order. order. A brief outline of activities here to achieve ac hieve these objectives is provided. Some resources are recommended here
•
Progress Checker to analyse results (see Section 4) 4)
•
Editable versions of the planning templates (see Appendix E) E)
7.2 Training Available from Cambridg Cambridge e Online training and face-to-face training are scheduled. To see what training www.cie.org.uk/events. courses are currently available go to www.cie.org.uk/events.
7.3
Support with Administration for Cambridge Secondary 1 Checkpoint Checkpoint
There are three key documents that will be sent to your Cambridge Secondary 1 Administrator on an annual basis. • Handbook for Centres • Cambridge Secondary 1 Checkpoint Administrative Guide • Procedures for the Submission of Entries Booklet These documents are made available electronically on CIE Direct. CIE Direct https://direct.cie.org.uk/ is https://direct.cie.org.uk/ is the online tool for Cambridge Examinations Examination s Officers and Administrators and can be used to submit and amend Cambridge Secondary 1 Checkpoint entries.
57
Support ort and Res Resource ources s Section 7: Supp
7.4 Enquiries Enquiries If you have any questions about aspects of the E2L curriculum, please contact the Cambridge English helpdesk. helpdesk. Email:
[email protected] [email protected] Email:
Tel: +44 +44 1 1223 223 553997 553997
7.5 Resources Recommended by Cambrid Cambridge ge There is a Resource List for English as a Second Language on the Cambridge Secondary 1 website, providing providing a range of suitable materials. As publishers publishers create new or updated materials these are reviewed and added to the list on the website. Please note these items must be bought direct from the publisher or from a bookseller.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
59
Appendix A: TeacherT eacherTraining raining Activities
APPENDIX A: TEACHER TRAINING ACTIVITIES The following pages include training activities referred to throughout the guide. A1 Agreein Agreeing g Terminology erminology Producing ducing a Lesson Plan Format A2 Pro A3 Pre Preparing paring and Delivering Delivering a Less Lesson on A4 Shari Sharing ng Learn Learning ing Intent Intentions ions
A5 Creating Success Success Criteria with Learners Learners A6 Taking Stock Stock of Formative Formative Assessmen Assessmentt Skills Skills
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Training Activity A1: Agreeing Terminolog Terminology y A workshop session to agree terminology terminology.. This is a very short activity which should lead towards a discussion that reaches an understanding of the different levels of planning. planning.
Objectives: Objectives: To identify different levels of planning To identify their purpose purpose terminology To obtain an oversight of different terminology
Instructions: Instructions: Explain activity using Training Activity A1: Handout sheet (photocopiable overleaf) overleaf) •
Consider all of the terms used in planning and display them them e.g.
long term term medium term short term scheme of work work unit of work work framework framework lesson plan plan
•
Individuals or groups use the sheet to make notes identifying different mean planning levels and terminology and what they mean
•
Discuss at end to reach agreement agreement
The value of this activity is in working through the task and not so much the the outcome. The discussion will make the levels of planning clearer. clearer. given en in At the end, leaders of the activity may wish to share the definitions as giv this guide. A shared understanding will make the guide easier to follow. follow.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Handout Training Activity A1: Handout Objectives: Objectives: •
To identify different levels of planning planning
•
To identify their purpose purpose
•
To obtain an oversight of different terminology terminology
Long T Term erm Planning Pl anning
Medium T Term erm Planni Planning ng
Short T Term erm Planning P lanning
Appendix A1
61
Appendix A: TeacherT eacherTraining raining Activities
Training Activity Activi ty A2: Producing Produci ng a Lesson Plan P lan Format Format Objective: Objective: To produce a format for lesson plans. plans.
Instructions: Instructions: •
Handout 1: invite colleagues to list as many of the areas they think should be included on a lesson plan as possible possible
•
Collate ideas on flip chart to gain some kind of consensus
•
On A4 paper, work out a possible format to include all vital material material
•
Distribute Handout 2, with more details either during activity or as part of plenary plenary
•
Distribute Handout 3 as a sample format following discussion discussion
Possible inclusions that may be suggested: suggested: Objective(s) Objective(s) statements atements that support assessment (whether or not an Success criteria – st objective has been achieved – see section on Assessment) Assessment) Activity (ies) Organisation
arrangements/group ments/groups s Any special arrange Roles of different adults (including teacher) Resources etc. etc.
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Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
1 Training Activity A2: Handout 1 Objective: Objective: To produce a format for lesson plans. plans. LESSON PLAN FORMAT WHAT T SHOULD IT INCLUDE? WHA • • • • • • • • • •
What could it look like? like? Design a format for lesson plans. Include all of the appropriate headings and spaces for completion. completion.
Appendix A2
63
Appendix A: TeacherT eacherTraining raining Activities
Training Activity A2: Handout 2 2 plans Information for formatting short term plans plans ns (for a single single lesson or related lessons lessons in a subject, subject, taught Activity/lesson pla over the course of a week) should show: show: •
detail of the planned activity, including points to be covered by the teacher in introducing tasks and supporting the learners’ learning during and after each lesson lesson
•
key questions to be covered/addressed during each activity activity
•
a breakdown of specific tasks in detail (steps the learners need to go through, rather than the overall activity) activity)
•
differentiation and grouping of the learners, and any relevant staffing details details
•
details showing how the lesson(s) will link to existing provision for for special educationall needs, such as learning support assistants educationa assist ants or individual education
•
plans plans information about hours needed for the activity activity
•
resources needed for the activity activity
•
learning objectives objectives
•
expected learning outcomes outcomes
•
success criteria – descriptions/statements to measure whether the learning objective has been bee n achieved? achieved?
•
assessment opportunities opportunities
•
space for notes about specific group or individual performances.
Annotating the short-term plan should should also support support the teacher teacher in preparing preparing learners’ subsequent activities in the medium term plan, in response to the learners’ performances or the outcomes of the task. task.
64 64
Appendix A: Teacher Training Activities
n n i o t o i a d s v e / n r s u r e k o c i s r a e : t s b i s k A e w m r o s d u a n D : O : M : w & q Q o
t f n o e e m c e n v e e d i i v h c E A : S S A L C
: T I N U e d i u G e h c a e T e g a u g n a L d n o c e S a s a h s i l g n E 1 y r a d n o c e S e g d
3 t u o d n a H : 2 A y t i v i t c A g n i n i a r T
s e c r u o s e R
s e i t i v i t c A
) . c t I / e , G s / l i a t l W e d a u n d i o i v t i a d i t i n n : e r I ; p f f i u d r o : g e : r w G o ; s l e s a n b l s c i o e l e t t p o o i n h r e w c e : s e s W D (
k r o w e m o h / s e i t i n u t r o p p o n o i s n e t x e / s e t o N
s s e c c u S
a i r e t i r C
t l u d a / s p u o r g / n o i t a i t n e r e f f i d f ) o s e s i l i t i a i v t e t d c : a o n t o d i t e a k s n i n i l a ( e g r l O o r
s e v i t c e j b O g n i n r a e L
: g e n i k : r f n m a o e r n i F w R g e b g k i n e e i m W T
i r b m a C
Appendix A2
Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Training Activity Activit y A3: Preparing and Delivering a Lesson Lesson Objective: Objective: This is a motivational exercise to share experience and build confidence. confidence.
Instructions: Instructions: Distribute sticky labels or ‘Post It’ notes. Ask colleagues to think of all of the different things they do when preparing and delivering a lesson. Invite them to write each one on a separate label or note and stick it on a large sheet of of displaye isplayed d for all all to see. The following following discussion discussion can be very entertaining entertaining paper d but it has a serious side too in recognising all of the skills that a teacher has to practise in the the classroom. classroom. The list below is just a sample that might come from Activity 3. They are not presented in order of importance: importance: – Prepare lessons / resources resources class – Instructing a class – Letting learners talk talk – Make tasks accessible to all all achievements – Sharing achievements rewards – Giving praise and rewards – – Asking Asking questions questions tasks – Setting tasks work – Marking work discussions – Leading discussions – Sharing learning intentions (objectives) (objectives) homework – Setting homework – Setting targets targets lead – Letting learners take the lead – Observing learners learners – Discussing with groups groups – Discussing with individuals individuals – Helping an individual things – Explaining things questions – Answering – Answering questions – Offering reassurance The list can go on and on. on. It is possible that all of the above could occur during one lesson. Good management of time, resources and, most important of all, the learners can make it all happen! happen!
65
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Appendix A: Teac eacher her Training Activities
Training Activity Activi ty A4: Sharing Sh aring Learning Learnin g Intentions Intentions Objectives: Objectives: •
To learn how to convert a range of learning objectives into child-friendly language language
•
To learn how to write appropriate success criteria criteria
•
To be made aware of the many ways in which learning intentions can be presented to learners learners
Instructions: Instructions: 1. Refer back back to page 28 in Section 3: Teaching Approaches. Approaches. Select a range of learning objectives objectives from the curriculum framework that clearly represent the the following categories of activity: activity: To know know
• •
To understand
•
To be able to to
•
To be aware of
2. Ask teachers teachers to re-word these objectives using child-friendly terms. terms. 3. Refer back back to pages 29 and 30 of Section Sectio n 3: Teaching Approaches and ask teachers to suggest appropriate success criteria for each objective. objective. 4. Give out Handouts 1 and 2. Ask teachers to suggest a range of methods in which learning intentions can be presented to a whole class, differentiated groups, younger younger and older older learners etc. A list of possible methods can be found below. below. •
Verbally – not always as successful as a visual method which remains available throughout the session session
•
Writing on a black/whiteboard/flipchart – the simplest way way
•
Completing a chart and displaying for all to see see
•
Saving it on a computer for display on an interactive whiteboard whiteboard
•
Having a set of pre-printed sticky labels for each learner’s book book
•
Write on an individual or group sheet to display on the desk (good where where tasks are differentiated and objectives are different) different)
Charts or posters might look like something like those suggested in Handouts 1 and 2. 2.
Appendix A4
Cambridge e Secondary 1 English as a Second Language Teacher Guide Cambridg
Training Activity A4: Handout 1 1
to Today we are learning to
write learning intention here here
We’ll know we’ve done this because
list success criteria here here
67
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Appendix A: Teac eacher her Training Activities
Training Activity A4: Handout 2 2
Learning Learning Intention
A more formal formal approach approach may appeal to older learners learners
We will know we have achieved this because. . .
Success Criteria Criteria
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
Training Activity Activit y A5: Creating Success Succes s Criteria with Learners Learners TEACHER: What helps you to learn the best? best?
LEARNER: Seeing other pupils’ work at the the beginning of lessons. lessons.
Objective: Objective: To plan and deliver a lesson in which learners write their own success criteria.
Instructions: Instructions: Stage 1: Planning Planning •
Learning objectives selected selected
•
Create own estimation of success criteria criteria
•
Prepare samples of previous work – good and not so good good
writi ng; artwork; photographs; e.g. writing; photographs ; 3D objects; video clips of P.E., games, drama drama •
Plan good (open) questions that will get learners (in talk partners) thinking and discussing the subject matter of the learning intention. (Responses may reveal some misconceptions) misconceptions)
Stage 2: Lesson Delivery Delivery •
Introduce lesson lesson
•
Give task instructions instructions
•
Share learning intention intention
• Ask
questions to promote discussion – record questions record success criteria criteria
•
Share work samples: what can you see? Compare and check against list . . . this may add or subtract items items
•
Display the agreed list in ways already described described
•
Learners Learne rs work on task referring to criteria as they work work
•
Invite learners to share work with class/talk partner
•
Learners make improvements improvements
•
. . .and finally: finally: Plan a discussion at the end that: that: – Summarises the learning learning – Selects examples where improvements have been made made – Refers to the next step/learning focus focus
Appendix A4
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Appendix A: Teac eacher her Training Activities
Training Activity Activit y A6: Taking Stock Sto ck of Formative Formative Assessment Skills Skills •
Take stock of what formative assessment skills already exist amongst staff – – this gives everyone a chance to consider the elements of formative assessment. It is a valuable audit tool. You will find the elements listed in a a document below below
•
You can then complete a summary sheet to show which areas you feel you need to support. (At the same time the audit also provides an opportunity opportunity for you to celebrate the skills that staff have developed already.) already.)
•
Finally, school managers can use the resulting information from the audit of skills to plan training needs for the whole school – some of these may be met by expertise already in school (shown on the individual summary sheets) or some of these may be met by the provision of an external trainer
Notes on the survey form. form. •
This form is to enable teachers and schools to consider which elements of formative assessment they feel most comfortable with and also to help identify where further training would be helpful helpful
•
The prompts are generic to suit teachers of all year groups and some may not not be relevant to particular stages. If this is the case, please put “not applicable” in the comments box box
Desirable Outcomes
I write clear learning intentions in my medium term planning. planning. I write clear learning intentions for each English lesson in my weekly plans. plans. I write clear learning intentions for every lesson or activity I plan to do. do. I share my learning intentions with the learners both verbally and in writing. writing. My learning intentions are put into “child speak” so they can be understood. understood. I identify the success criteria for the lesson and share them with the learners. learners.
Always
Sometimes
Never
Comments
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Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
Desirable Outcomes
The learners identify the success criteria when the learning intentions have been shared. shared. Learning intentions and success criteria are clearly displayed. displayed. Sharing learning intentions has become an expectation for the learners in the class. class. I tell the class the reason for doing the activity. activity. Learners write the learning intentions in their books (where appropriate). appropriate). Learners are able to say the learning intention to each other or the teacher. teacher. I am using the learning intentions and success criteria as part of my feedback strategy. strategy. I take time to teach learners to be self-ev self-evaluative. aluative. Learners are involved regularly in evaluating their own success. success. I give oral feedback during the lesson based specifically on the learning intention. intention. In my marking, I indicate where the learner has met the success criteria. criteria. met I show where some improvement improv ement can be made. made. I write a ‘closing the gap’ prompt to help learners make the improvement. improvement. Learners are given time time to identify their own improvement. improvement. time I give learners specific time to read my written feedback and respond to it. it.
Always
Sometimes
Never
Comments
Appendix A6
71
Appendix A: Teac eacher her Training Activities
Desirable Outcomes
Always
Sometimes
Never
Comments
Unsure
Comments
class All the learners in my class have E2L targets. targets. The learners are involved in setting and discussing their own targets. targets. Targets are visual, e.g. using target cards, on display or in books. books. Targets are SMART so that learners know when they have met them. them. Targets are shared with parents. parents. Your View Your
I think that sharing learning intentions has had a positive impact on learning. learning. I think that giving oral and written feedback based on success criteria has had a positive impact on learning. learning. I think the use of individual writing targets has had a positive impact on learners’ learning. learning. I think that parents understand our approac approach h to providing feedback and marking. marking.
Yes
No
Appendix A6
Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
TEACHER SUMMARY SHEET
Your name .....................................................
School Sch ool ............................................................... ...............................................................
.................................................................................................................................. Stage taught ..................................................................................................................................
I feel really confident about these aspects of using formative assessment: assessment:
I’d like further support with these aspects: aspects:
- Support to be given by -
73
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Appendix A: Teac eacher her Training Activities
SCHOOL SUMMARY SHEET: to be completed from the teac teacher her summary sheets. sheets.
Sch School ool Name: ................................................................................................................................. ........................................................................... ......................................................
Staff at this school feel really confident about – –
– We would like further support with –
……................ We can offer expertise to other schools in ……................
Agreed action points following discussion: discussion:
Appendix A6
Cambridg Cambridge e Secondary 1 English as a Second Language Teacher Guide
75
7
Appendix A: Teac eacher her Training Activities
APPENDIX B: SAMPLE SCHEMES OF WORK The following pages contain extracts from the comprehensive scheme of work provided on the Cambridge Primary website. website. include: They include: •
Stage 7: Module 1C: Unit 5: Transport Systems Systems
•
Stage 8: Module 2B: Unit 9: Buildings and Structures Structures
•
Stage 9: Module 2B: Unit 10: Making Presentations Presentations
Appendix A6
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Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C k r o W f o s e m e h c S e l p m a S : B x i d n e p p A
k r o w f o e m e h c S : 5 t i n U : C 1 e l u d M o : 1 e g a t S : B x i d n e p p A
s e c r u o s e R
e k i L I s g n i h T : 5 t i n U
0 s e 3 t 1 u – n 0 i 1 1 m
d e d i v s i d u s b e e x k o i b b r r u a c o ] f : t e h e + s [ 2 n k r t i o o a r n t w i
d n a t l e o r i r p a c n c i ‘ r n p i ’ a k l p c x i t e s s t r n n a e o n e m e o i o m e b d - t t o s t a t e t - e o g h t s n r o n o e y o h c c h t t a d a o m t e e s t t m i g u t . r : a t o g t . o c e h e e a n p e s . l c i s n w b a s k o s y . r l r t c e t o f e o h w o b p t e
e c i o h c e l p i t l u m d n a l e s a s f / k e s u r t a t
’ k c s i s t e k s n s / t o a z . o t r . r ’ g h c g t a c n n e i i c i h ‘ h p c e p ’ t w r : o s a t a t t m e s s h l e e o v a e n p s i p h t ‘ i l k t a . e l r i c t u o i g . y n e c ‘ m w i r i e s h t w n e i i v s s e ’ v e i l t p i a o t e i n p i t o r t o g p n s i n n a r e t t y s n t i i L o c
s e i t i v i t c A g n i n r a e L
d f n o a s s n a o r e p m e t h t n t e r u f e o i b f t a d r o g f o n i s p s k l n n a o a r T c t
g n f i l d o k a n a e t s n s u i e v s t i e l h a i t d s n o o o m p e s g t h e n t v i n t i t s e u u r e o a c f g f o i b e F d a n
s i r a y t i P c . r g . o e j a e m t m e . u h o c e b s m a t e g r h c n o i p d s s a n k e e a i r R t b
e v i t c e j b O g n i n r a e L
e l s r a u r o e c n s e i g s d f c t o i a e p o n g t r o i n l a n a i u p r c o a i r n n o r a l u c e e d v v i e n g l a
s s c i m r : f p o o s t f r l n , o a o t a t y e l g d i i n u o c s c n s a r r i m f u e f f c a r o o e n u c e e n d o , g g n y n n n o i t l a a i l i a r a t b a i r a r e g s i l s n e a s r b o e o o p g u f
, s c r i a p d r a i l o e o n i t r d e o m a n a l d r f e e u u t n t t i i c x u i t e t r f r e a w o r u e e e c m h t g d o t h n n s e f o a g s r l i n a n n o d a r i d g i t e s u t o i i e n l c n x c p e m e e n t r o i l g i
t o r r a c ‘ t t n n e r e s e m e f n f v i r i t d e a t v t u o i i o g i n b ’ t a k c r g i t o n s p i s k l d n n a a r T a t
e d h t o n o n a f n k l o r l a a r n o t o i l e d e t n t e n e i i d g p l n f s o h e t o i t i e w x e c p h t ) e g t o s i n n e ( r s r t a a r l i r e n k o e u g a p d c o e p i i r c p u w r u e r s s a c
e l s r a u r o e c n s e i g s d f c t o i a e p o n g t r o i n l a n a i u p r c o a i r n n o r a l u c e e d v v i e n g l a
k r
o w s e e m d a r o 3 F C S
3 1 E U
5 R
5 L
3 S
78 78
Appendix B: Sample Schemes of Work
e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
e v i t c e j b O g n i n r a e L k r
s 0 t e 0 1 u – n 0 i 8 m
e c i o h c e l p i t l u m : t e h e s s k r k o s a w t l a t c n i r a o e t n s s i i e h r s p e d y a h t n l w t a i u t a o r f b n o a e m . g p n y n l o t r i o i d e t n a v a u u e e t i o R d s c
k s a t e s l a f / e u r t : t e h e s k r o w f o e e h n t i l n c i e S d e U . e y h t h r t t t u u i o n n b s e a y c g a h w t n i l i e i n a t r e t e n s e i w L h t t
f l c t h e o k a l s e o t n g g l e i a a n a n d n d d r d p p a f a t i n r e e n f i n s a o r n e d d n o d a o a d l l d e u t i e l l s e e s e a n e g s l a t t c x i e r a e t v t r i t g t f r c s m n t i e h e t e m e i x o l n r t e o i n c p m , d i p o l n s d a r a f e s h e t o r f e t o e a e n o i f r g c c g i i e o f e f i w t t n r g h l t n g t d p a n p d r p i a n o t o n e s o d s r l a t o n d o i u e a w e e g m a l n t i r t n p o i n m e i c r g n m s a x a e r a e a e r a t t d t e m l n l r i v u t g r r v c i s a a u u s u t g r m f r w o r i r c c e a c a a i e e u n i e s p f r d g u r r m e s e r r a r r d p a a d n r f u o s a s e a n u n u n n n u a o c s u p u p n o c u s a o a
o w s e e m d a r o 3 F C R
e t n l e i p s y m ] a o m w c r l i o n a t f o r o t s t f y r a x o t p e t t n n e u : t t e o a e c i h e m e p r p r o s l h o r t k e r v o p o e n p a w d a [ e l d p n m ] a . i s s m f e v r o i o f e s s s e l u a p p e d m h t n i s t n a e o v c e i f g t r c n i a e s [ p u t t c s s o a a F p p
9 E U
3 L
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Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
e v i t c e j b O g n i r ) n a d L e e
u k n r i t o w s n e e d o m a r o C ( F C
0 s 2 t 1 e – u n 0 i 0 1 m
h t i w t e n e s t e i s h t s n e r o c A : t s ? t s e n h p h e e a s m e r k g r t a e o t w s h t r ’ e l h o t o e h c h . s w e n h g t o o t i n h i t y i d c e c t a n r r e a m o u d m f o n j d t s ‘ n n i l g a e a c n s m i i h h d p t p a a e a a e r t r R g s g
o e s m e p u s t m t p a s s h n t e c n o e e r l g o o k u o d o h i i t o a t s o o s i t e f m m l e h l e w c e p e d p s v m e o m m l i a n l t h o l o h a e e l . t l c o c w t v o p a o e : ’ : h : m t n o g r t t o a t c e d e e s h i . h e s ’ t n h e c l s y . h c s g u o e e y t s d a t e s t s d o t k e l a a t v y u k k d v n n h r r e i r a i r y s g h r t o o g e e h a o a u i r w I B n I t w M I e w A e d t n u a o l l l o a t a b r o t i n u n a h e a h o o o g c i i n s h t t i t t i b i s a t s k s h . o g r o l t l a m e i o o p n p p t o r u w e e n f s o r i r i k s s e h n p l p i s d v c a a n n t t n b r o a s r a t o i o h n e o o v t g s f g l g t o s t n n n i e s i a g i n y s s n s s n n e e u a a u a i e d n t r t c r e c r t s t u u o h o h e i o F p g F p m L s j
t n s l e d n a o n i m t e t i u i o s d i g t m i r i o d l n s p n e a a o e s a a n t r s i i n l c p s p e n s o a r e f n r j g i u e p o e b o c t s o n u c n x n e i n e s e g e g r n g s r t e t f l n e s o t a v s o a t i r i i d e u s r t o c a e n n h e c s i i g c e a g o j r s n r r e e r e c s d h u a n n b i i r c u p a p 0 1 R
4 1 E U
n b s i g r e e v d b l n d a f n a s l o a a a r r e s h e g b p n n r e s e a g i c v n r l o f d a m o p o e n m e t t i o g r t o a m i i c l i l s e n a u r c a o s a i p e e u r r s r o n u u p t o c 5 1 E U
a n a s . s u a . s i o ] h t u r t i v a b e s n i w f s r e o p r o e o t s h t c p e / e g t h l . e t k n p b c i i t g e t r m r l [ a e o s s t o o c v h u t s : t : e e c t t e a s I e e n o h e r p h s h e s i k s h s i r i s i s h o u y w k r k o w r p I a I r w c s o p w o i w a 1 a 2 w 2 d s r i e e s s t h u t n a l e n c d i t u t t a s n h e t t ] r . e a e l h c f h f o s n i i w d o t w e r h u e e c n f r o s o e e r b w t g t a o n n g d y i e s s n e e i n u e r k c r l h s i o p a u o T w j F [
e g e d n h t o n o n a a r r f n k l o r l a a a s a e n l n o t r u e s o i o l c i e d n u r t n t e e e a i l c r l d g p i c n u n f s ] c o h e c t o e t i t d i r e x e p a e n w e g o h h f a t ) t t [ e r l s i n n e ( r h t a s r t a a r i l s n r e e r i n k u e e n s o g a p d c w s i e i c o e p i r e e g p c p u w r r f s u e s s a c u [ p o t o r 6 L
7 1 E U
e y l o e h e a s s r w m s u d o r s e o c n h t i s a h t i o d p t w a d u s r e s h n o t g n w a g , n r e o e i a a h m t c n p y e c m t t i l n x e o i n l c i s b i e s s e k x t v a e e l n l i l f a l c
5 S
80 80
Appendix B: Sample Schemes of Work
e m i T
0 s 2 t 1 e – u n 0 i 0 1 m
s t n e m m o C
s l n o g o i c s h s y h t f i a l w o p m s y i i a d t n r e u g l t a b r i i d o s p s d o p n p o a
s e c r u o s e R
e / e n n e l i l t i t a c i u c h a m o i e v – n d n – s . a i t s c d w n i e t a c e r l a n o d s c a s : o t g o e h n n h t h e c t i i h t r / a a p s s s e e s k e r h s d d o t e f e a o W o h t p r
o t n s i n g g i i s n g . p p n g t o i . h s e c r t a s o g g m n i : i n t k e n a r a e a h e r m p s e o a k r r i n s e i o h w t A h t
s e i t i v i t c A g n i n r a e L
r c i f d a f n e a r a n t o d d t n s n a t a n i n s i d o h t a p i o r s w s t s a . u e c o c e l b a r o a , a o g h g d n c n n i s i u k k l o r e a r a h T a p t
r d i a e o h r t g t n o i s h c n t g a i m s y d t e n f a a s s g g / n n d i i n d r a a a z e a e R h m
e v i t c e j b O g n i n r a e L
s k s a t o t m s r o e o e r p s s a h l t i c w t e t a c i t a r o e g t e n n i
e l s e g r a g d i u r n n n d o e c n a l u t m a r l s i s e o g s c a d r x d c f i f e r n i t e e t n , t a o p g i o s d n e t n i m e i i c e o g r n l g n l d i a a a r p n a o n i a e n i r t u e l r t p a i c m o i o x r a m l t n e x a u e n o r c e f c e a l u c u t n i e d n u r d r m e v v n e o f u o i e a d c o c s g l
k r o w e s e m d a r o F C
6 S
6 R
f o m a r g a i d d n e a t v o e b h e l a s o k o r h o c w s
e t a l p m e t g n i t i r w d e d i u g
y r . l o l / l u f s f y o n e e t o g h e h i s t f c u s s d a e s h o c b n t i u e h t v o r r g w h n g a o i t i l u m e p c o d m y c b s a i o t a n m t o / l s g i o n s p n i e i u o d v k o t h l u a r u c t s T p p s
3 S
o t g n g l i n c e i t y h t s c o e o . u t t r q s n e o e r t t t t r n i e e e a l t u t m i a s s a e l g m v o n d r o i t i p o r a e m h c W h i s e l y o t s t n e t t e r t t d a i o i r n p r w a p p f l u o r s p o a r s e e e p c i g n e p m a n r o o e a g t s t r n r s i d o l a h t i g e s u t e w r i e c r i r m n e d i r s n l e u u a a g c
a d a n n a r o l o f s a t e r u r e n o e y n e g a l g f e n o s t c e i a t i t e g p r i n t o p r w a o r r r f a p o g l p e i n u c a g w i e n o r r s a r u u r g c
5 6 W W
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Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C
s e r t u c u r t S d n a s g n i d l i u B : 9 t i n U : B 2 e l u d o M ) : d 8 e u e n i t g n a o t C S (
. c
e c r u o s e R
t m e e e g i c u n s t _ n t h o n o ? l e i f o t e i c i n [ a p l y b y t d l_ t d e h i l i r a t t e i r o s a n r e n e / n f u e r r e v p : t T f o a f a f i e o b b l e e o p s i c i s t s d / a a ? b e w e L h e e d n r g e l g a r c ] p p g o h h a f g _ h n f w l n i t i c o r n a d c s o o t u l n t o p i _ n d s d d t o e e i a m w a i l a i r s k e i r t o d a e n n l o e o n r u u h u m a e i m t t c c t e a b t : n s f b a t o i o a _ u l l i t a t o e y : n a o t : i _ . . t s t f t p s ? b w ? i l e c e i t h b n o f e d s r h S e i s c . e t s e h a m e i s s g e t s i g b e e n h o c d e h c a n h i c g e h i c h e h e u i i e b o d w o o t n b n i l s l a t r h s i s i o d w t k h s h t h n s d r u s d / s s c k k u o r k g s l l r p w w l i i s r e w t a l w e s a o e o o e i r u e o u i o e o o c i r u y r 1 0 n o d c b _ w p b d w q f 1 n s W t i v l
s e i t i v i t c A g n i n r a e L
f o g n s i l e r l e u b t a a l e e f e t e h . l t s t g p u n m o i o c b d i t a l u s n g b n e e i d k l g u a r a t T l S
s
e v i t c e j b O g n i n r a e L k r o w e s e m d a r o F C
0 s 2 t 1 e – u n 0 i 0 1 m
n f s c w o i o e p o r g t i e n r a h t a r l y a u c f i r t n i s o r u u c j w d d i n n e v l a a f n o a i t a n r e l n p i x o e e p g 3 S
s / l l e i n a s t / ] e t s ’ s a r s a g t n d a m c h n h [ t i n o o l o s p f i i e o n r n c t l s t n t i . i i g o g o s o s a h n i i e i w s k t s o c s o n r d s p e r A o l e p i m i [ a e e t u e d . e o h r p r i u t e n s i p s q p t a o b a t n r g u a c n p f n h o o u o t s o s t o e o i e m r t b y i s b g p r g w a k g a u s s n n a n d g s e i n i i i s g i t g n n s p s e i n n i i n l s u d h u m k e e t n d i e i l c e i ] c l l l a i s k o s t n o r u a l m i a a i o F u w o F f T t t L t m b
t s e l e h t l a m t s o r ’ d f l r d r o a w c e t s h o t p e s a n r o e g f t n o u i c t i u r p t r o t s W
s n u o f n o g n e i g d n e c a r e r g p n i s w n o o r i t i g s a o e p s e r u p
d o s g i n f n d k l e n , e i c l i a t a i a , l v g a l e r p t s o n o n a i m n d e n v i m a e i o r l t h n r t e o r y n h t e e i n t i a t d g s t a l e c f n i s s t e t a a e n f o c r e n h n u g a i e c o r t m t u f w u i o i p , o w r s e x u q t , r o e e t o s o d c c g f t c n i a e o l , g o s o u c m r n r e a i a d g p a t s l a u m o e q n c d d n e r u a n t c a g o e n n a t i r c h r r e t i n g i r a t a f o i r i a g l a t l t i i a n t p d r r i o w s d a s u r u n m r r w l o i i o h e e i p c a d u p e u p i c n d t m w c a s a d t r p e l i r e a o c h r s n r e n e n n n r r u u u i p w g u d u o a w g g c s
4 1 E U
5 E U
3 L
3 W
82 82
Appendix B: Sample Schemes of Work
e m i T
0 s e 4 t 1 - u n 0 i 2 1 m
s t n e m m o C
e c r u o s e R
f s o s s u r t m n d a r i e g o y a s i a d n e t s p c i s l s u e a b b s a : m c t e a r h e e l e v e s b i t k r h n o c r a w a c
s e i t i v i t c A g n i n r a e L
s t s n h e t e p a . t r g y h r n f e t f o i t w f e r n d l t d e u s f r n f e o . e h e a f s f i n u t s s d i t e s e u t g e g o s i u s d e b b e o d t n r b h a k b a e i f g a g g i n e o g d m n i d w s i r k a d e l b y e a f h e n p y T o t R a t
s
d e r e n o t o k c s d s j e a a e t o m r b r r g p e a n t g i a u n d c p i o k m h c t s o t a c a s e e t g v s m a i o h s y a m b T a b i a ? ? e r ? c l e i b t f a a f a r e : w t s s v o s s y u o r r c r a m s c c e r i a D s s y y ? a a s e w w e g s l l d l a a i f r a r e s e b o s e g g . e d d m c i i u r r o t r T B B S e
d i s o h t o g r ] ] f o S K U [ U [ s e a C c r v u o B o N B s h c e i t h h w e . v a g . h e t , h g g i n m i h c e t g n a d a i m r p l e b s o t p f i e t l e g u p n y l o m t
d e t c e j o r p r o s s e c c a k r s t e a u t p e g m a o m c i
e g d i r f b o e h c p i y h t w h t i c t . u h o n b w e a n m n g i o n t r i u i k p v l a o n T t e
g n e g n o d i i h r c t s b t r a o f w p o s d e e e n r t i a s l c n u a g w c e i n n n f i f e t n t i d r n e t o e i s h a i t m L s h
e v i t c e j b O g n i n r a e L
n f s c w o i o e p o r g t i e n r a h t a r l u y a i c f i t n r s o r u u c j w d d i n n e v l a a f n o a i t a n r e l n p i x o e e p g
e k g c l a i n n f t g i a a o n f r d i f c e t g n o d x s o p a l l i n l u t i a c s e s t a c x g t n i a t w r n c y p e o e i t o e s t , e n d r j a g n s r r d d l e a e c e g b a i u n g h t n r p d i s a u n c o n w t a t d o i y r e o e l r i n t i t r a i a r a n m l x r a l r t e a u e g p u u c s r m f c e a o b t e u n i r u d g u r o r m e p a c n r f u o s p o b u a o c s u a v a
k l l a a r t n e i d e h t e n t d e f n g s e o n f i c e t t o p s m x t o o u g e e g r , m r a n a l a d n d r e u t n a r e i a f o d c r t s o p i r r i p w u c e l a d t u s a d n e n n n u d u o a
k r o w e s e m d a r o F C
3 S
3 R
7 S
3 L
o t o h p s s a l c y d t n i a n u y t a r l p o s p i p d o t , n e v e . k g a g e s . h d c a e i t r x g b u n t n o i o e g t i y t e n r s l e h o o l s k p p k c i m p m r p c u o o s t x f c w h o o e e c g t o d a l e . l n n e x i e l l u b t a s n b p i n a m o e h r o a o s c f t c c
s t n e d u ’ t s k c r i e p h t t h o o o t h t i ‘ w e g e g d i n r g n i e k l l r b a o a h n c W i e s s i n k a s a g r r t o o d f o m t o n s r a s r n o s e e l a e e p s a p r l g d c h t i a , n a g n w e i t t t a s e e c i t i t l a r o i r p o m e g i t e r o n i n p c
6 S
f o d i p n t a r s d s n k c a i p n m a h o t t t e t o o r o t c e x f o p e l a s i n i l e c r e r i t e t e s a n l a m o p
83
Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
e v i t c e j b O g n i r ) n d a e e L
u k n r i t o w s n e e d o m a r o C ( F C
0 s e 3 t 1 u – n 0 i 1 1 m
s s e c c a . t d e e r n r i e u q t n e r I
t g h i n g i l t a e e h s i o s n w e e i c v a y p t t s n f : e e t a e s
s t s o c g n i d l i u b
h e m y o s n r c k i a r v i o n v r w e p
a n e t n i a m
e c n
s e r u t c i p / s o . i r s a n m e l e c b s o : r t e p h e m s e o k r h o f w o
+ e s m h l t n i o a i h e e w d o n e s i r u s m s s h s u f . . i e t c t o s u h n i s . e s i e r g a d t s l n s i u u t d t h e e n u i g r d a a u n c u o h t r t o t b a s s a g s h a . t e r t n e r g n n s a e i v s i e g r h n i g d i t u s i k l s t n e o c s n o a a e u i h T d S h t t a F p a d n n o a s l , d s t a r n a n e a e e s d m n e i e e f g g o g f a s n o s t c i n e a r p e r a g a g t o v t a d n d n r a a n a a r l n v a d u i a d s e c l r a n t i i r p i s a x l i u m e d p l c
4 S
t i y n u t r o p p o y a l p s i d
d l t i e c a u l a h b p w e e e . g r c e n d n n a n e o h t e t n d c x e e : s s b b e r a d n l e n w i u v o e o b i e s e s d / r h t k d h c l . s u e c c e o s o n t D c u k e t n n s i e i g p l e c s t n a e s i d g D t d n 3 c i n e l w o e a i o l l d s t o t u t s n e f n m d S e n t d n o a c r . u i e t t g i s n h v n e s i h e u d c r c o a A i d h e n h n R i w a a
k n a r F n o m i t o r a v f r e e t i s s e b r p e t w h g e i i t v r c W a t r d s e y t o u r n l i L t
e t a l p m e t n o i t a t n e s e r p t r o h s
d n e a n h t i t n n o e g i i t l n c s e i o r d i t e r a t h t i e n t h u t e o f s r b o e a s p t g e r . n r o i u h s k s l t s l a a a e T f a c
s , d n f s n r s l i o o c c a a i i a t i l l a p e p d i d c l n a a m t o o e f g t o n a o r d u o n e n r r a m f a n f m n o a a e r f f e r l c n l k l e t o s o o g a u i u u f t a g f t f i c i c x i n r f e e n e c x i r r o e i o s g g a r r n r t e d e e i c n n g o u e u p e s n n g c m c s i h g p a t r i n m d r a a d o o l i n n t n n e a w r n d a n s a n o a o r r r d f o r i a a t l i o r l g s a t a g a i m r l g n w f g e r a s a e u n n v r r r o t i i i d c a s a s e e m f i i e l s r s u w w n c t e m e s n d f e g o r r o o r x s o s a e n n r e n e s e r u u f u p g u i g g i t u r g c 3 1 E U
0 1 E U
2
R
1 S
84 84
Appendix B: Sample Schemes of Work
e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
e v i t c e j b O g n i n r a e L k r o w e s e m d a r o F C
s 0 t e 0 1 u – n 0 i 8 m
s s e c c a t e n r e t n I
, g l t r t n n a c o a t i s d a l p c i f v g e e j e i n o b o r t h g h n s d p i l p g a e h u r r r n g c e i o d r u c i l v t o a t c e s i w o o s u r v h f n h e t T o i p r s
g i h n s i l b u p t y r i o n u y t a r l p o s p i p d o
e h t t i s e t a h h a t g n e t t o i e s n l a p e e c m n m o t e e c : m t n e e a h e s s e n h s d t . k o r c s t s o e a i r w s h f
. c t d e e : n g : e n : t d p i e e p l e t i a d h r u : h a d : t : b s t k g d r s t f a n o o g e e e t i s h w i n l l e u d y d p s i c r e l u o m a s g b n u n a i v i c l r i g t h r t o b e i n o e t e t c t r p s a a a o i u m w d d d m t d i
t s a p / t s a e v p i e s l s p a m p i s ] n [ o s s g e u n r o i u u s t n u c i t c u r n o t o F s c
a a i n . n r d o a ] e g d d n n l u l i e h c c n a c r i a e k e b r s a e o m r t [ d g e r n a n u l i t d c s s a u r l a e t R s c
e v t i t c s a a f p o l e e p g i n m a r s e v e i d i s w s a a p s e d m s n r o u a f 9 E U
, r s g e c a i n v i i l i p d d i a s o e u s m t l n f r d a a t c o n l a n n p s i e c t i s a , f u u f x i t c p s o f i e c x f m e r o e r e e t o r g u p n e c m e f o n s i g g a d o d n n n s r a n s n o a u r g a g r o i a i t g l n t n a n a i a u w s r d i n o s r m e i e r w e l s r m d s t t n u o o g r x u n f c n r e o o e n g g i n t u i a c a f 0 1 E U
2 R
e t a l p m e t g n i t i r w d e d i u g
n o t w o n s k e n c r u u f o o s e r g n l i a t n a i g e i d m s g k d n c r i e s h o U c w
t s n s t e ’ e t r o f n e o n e f o d f t i g y u i d s n r t s h a t o s s t l a i r i f u s c o h o , w f k r r l y a e e n r h a o o t d i h n t t m n e n c d e w u l r n n o t a r a o r c f a a s l t n . n g d o e e c s e . n n c s v j e i i t r d e i t o l o o r a e h b r n a h c a P e e W c t r
e t g a n n e i g t e , i r t c n n r t p i i n r a f o o o r e w d p r r e d n p a p p f n e m t a e i f l a u o l g i e r k r s a n m l c s e r a a e e d t a t e g r a h r f e s d e i i c n i c t s n n i g n a g u i r e u g n o i d d t m e d g p i o l r e n t w n d s d n r o d t n e t i o l r a e h a t i n c a g r s r m x u a a w i r i c e , e l e a l i r i e u r a d e l n e m p o s y e r s a a e n s t u o u f p r a u s t g c
9 R
7 W
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0 s e 3 t 1 u – n 0 i 1 1 m
s
e v i t c e j b O g n i n r a e L
s t t y n t o i p s t n e p i t u r a o t n t r / p e i r o d e p n u h p e t s s t o p g o y o d t n i a g n r l i n i e p r n f m s i u e v e e r r d d e n t i . o n t g . e i . 0 . a o t n P e 1 n c t o n o [ r . e e e p t e g o i s . s d a s i t d e e l r w o e r s r n r a P e p k u e t u c r r t t o s g s . n n l s c o y e c o i t i n o h h r i e t o n p d r x m k d n p s i p i a e t s f e e i f t o g a t t n n i e p f r i e / / t i n g i o w h i f n o u c g o n t : d i a t g k e t i t o o t n s i t o d e t e o e t a r u ] i r e s i s n n t a s g m o a r m r i o r d s i t b n g l p f c l r r r t t a u t o e i r n i n p d ’ s a ’ r p e s p f i ’ n u p j e s n y l n n e r t f o 8 m s d d o l o h e a v e e e r d d c v o r e o o i r – o i p e n p 6 c t A D T H D D g p f r s p a a i s P d e r i v P o e , o t t f c d d g a e e g a t n t f s j u c i d n n n o i i o e e k a j s o e v n l o s i P t d r a . o i r g a i u i n p m s t n n e r i i a c t f e n o w d r n o e t n h i d o o o i s t s t u a h n t b P a r a n d s o t . t a g g n o n t n a i a e . n i v e g e g a i o t s n g t s n d n i d P i e n r e n r i e s n e r a r o e r l d s p u u e u e r w a e p t c r f a f x e y o e r P o e i E f b P R p P F g d s , a g , e d r l n s v i a t i n e , a t t x r w r f a d c r e a e o a e t i e n l r e j i n i t d s e d n r e f g e c h s n o m l s a a n t a m e n a g s e i a r e t t c s d o u d e s o n r i x i c f a n c i f s u i t n i p i m i f f e l o r a d u r n o i f n r r n t f o s n s e n e s d o g t u o m t t r i o n c c o r i b u b a l x f a e e r r n r a c w n t e d v g n e e u i e r n h t e i t n d r a s v g v u i c i n a a t s d f n i a f f r l w n e l e r o i e e i r a s o o t e r d o u f , a s m a r p m n e u e n a e s n i c i y c x n e i c o g g g d i f o e i g v e t n d e n d n n p j t a e e o x a n s a n a c n e o n e i b d t e r a u r a r r f o g t e
k r o w e s e m d a r o F C
7 R
s t n e m m o C
s i n o t a t n e s e r P g n i k a M : 0 1 t i n U : B 2 e l u d o M ) : d 9 e u e n i t g n a o t C ( S
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
5 1 E U
8 R
y t i l i c a f n i t o c e j o r p
o t t r n o o e r h n u o t s i a a t a f t g n e n e d i e s k s t a e s r c a e l m p l t e d n s c n i t o s t a o t n n g P n r e e e d i t s i w r o t u e r W P s p
s s a l c t r t o o h s s n o g i n t i a t t n n e e s s e r e r P p
a n d r o n a o , l f a t s u e r r e o n y n e a g e l g s e n f t c e o i t a i t e i r r g p o p w n t o r r f a a p o r l p e e u c a g d i r e n i r s a w u u r a c
d n a r l i e a l h a t r e m n r i n o s e g f f n r i e o s d t s e i i n g g c a n p o l e r r t a e a r a a m g l r a n u o c f u o i r k e g l r s n a a t u u l c
6 W
1 S
86 86
Appendix B: Sample Schemes of Work
e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A g n i n r a e L
e v i t c e j b O g n i n r a e L k r o w e s e m d a r o F C
0 s 4 t 1 e – u n 0 i 2 1 m
e s r u o r e d r k o a . w e c p t s e h c e i . h h t y … w s b . r : e a t o i n t l … e e d … g h e a t i u c h t b r s e s y l r a a k l r a ’ r s e t e p o h f o w a i n w p t
t e u s o o b h t a d y . y t b s l u e b x e t o n k e x o c o c t i a r n d m t e e e e d l h e k a v n k b t t a . a a a e h o c u t r a t s p m p p : e : h t d l : s d t t n e 1 2 e s e h u e i d . h e a c h t r k e r e h e g m n o s k s e h ’ s i / s t t h m o a a t k v k e a r e o a v e a r h e o h c h o p p a e o w t r t w w h S S W / d i n o o n r i e v t w h a t t a t s o n o r r o n d t e n t e e r e a t t f s s g e t n t g e f n h e n e i i r r t n t e b r d i p o i s h h o w e e g . t a h r n s , g p e f n f t i n c u g e o d i n t d o s i v o i n a n a w o s o b k e t h t h s e i . a a p t v u s w s s g t a c t a g r g m a n n e m i n i s n h i n i e h n k l d e e d d n g c e a b n t s d d l t a e i u e a e v s p o u o i e h i r n t r R w g W p a s c L s p
e a h t e g g a u n i t g n t r o n l a o d h n ’ s a g n s t a n i s r o i o o e t p s g t a n u n t g r i e i k n n s e ‘ e s a t e s e i r y p e L p k s e s t l a v e e r s l t n e r x e e g u t t a d n e e f k l n o a a p c e i s c p n f y e o t t e n e s e g i n n s , a g d r o r a c o f e r w o
g n i t s o g p i n n k g a . i s m s n n n o o i i t g e a t n g i a s u n u g e c n s o a e r F l p , y l t e l s e s g g t a f d a d i a n n n o n n n c i p a r r a d e e e a o a o r n f a c p g l , l e l p o a a l n s n a s a d u i n e e a b e w i r c i n t a b r g r e a o r n g r e r n n e a r e i n a v s n u a - e v e s m t s d t c s r d n g i x e e f u n s d c h e g i c g o d f a o l o t t n s n r p c a n o p , p e i o d d i o i a a , i t y o e t l l m g n l l r w e i t r g r n a i o n , r a d o a r a b a t a r s n s l a f m l l n r g e r b a o s l u a u u e r e r n s t f c v p a c c a a r i i i e n e i c e x e r d r r d d u e v t r r e g p e d e o i s d a r n u n n f u s f o u a p p e w c u i o c u m o t
7 L
2 1 E U
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t t a h h i g w m t / n e d e u v a t s h r t d e s e u h t m n o e n k p a i n p a g h h t n e i l l u v a e o T y h
t x k i g n t t e l e a l d t s s v u n t a a a d u n t r l f o d m p h e c e c o f g t a s d n i n e o n h n a e , g m n o p g t i e g s n e i i o e d t r g l c a f x f a h u m i l t n o p r s a c , u t g e , e t o d i c u n e n d c r i i v e o e r t g n t , e g a p n a i t n s h p a r a o l i s b a m e o r u i t m ’ w s n r c l r n e m p i o s a r f o e i p d r o l r a i e u i g l a r t c n i c s w u c , p a a e u n a c o m x u d a d u d k f e o v e d e n n n l n s a o e a d i o a t u u m h t d 6 L
3 1 E U
87
Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
e m i T
s t n e m m o C
s e c r u o s e R
s . o c e t f i t g e a s g r e n a i m e h i t t n . n t s k e h i e o a h c s c l t l p i i g e t s a l t a r e n : n a w e p o o n t s t e v i k a d i t e t c o n s r o n r o e u b e l o o a d i p h l t a c e : i : r f o t m t t i t e t e o n r e e f a e p e h e h e e a t s h e y t r h c s r s s s r g m a e h a g k k k . i r p a r n r u t r g e o i o o r o . t o x r h w e e r t t w h t w y e
s e i t i v i t c A g n i n r a e L
t h r f i g a o e y d m f r n i t o k e s d e a n h t m e t d n u a a o e n b h a a i . n h g s i o c n g t e i k l i n n e a h e p T t m s
e v i t c e j b O g n i n r ) a d e e L
d n a a l t a u r o e o b n t a e s g r s f e e o s e s c p e e i p h g h o t i t t o n a r r w p y g l a t h c i u n a c e w i r k e a o r r t r u n i m g c
u k r n i o t w e s n e m d o a r o C F C (
s 0 t e 0 1 u – n 0 i 8 m
6 S
t r s a e l t s t a u . m o r a d b a e a h y e c l h e o o a e h p o s c t s g a t n g x i n i n e n e t k d a s n i L m a e , g d n r e a r a i a t r e r l i n a o d o m p i l u k p w i a c f l c i a n f u r t s a r i u c n n u f e u o c g n o p n k d i s i l n d e u g a l a l d n t c n n i o a n a a t d r i r t e a d e , d s r m n n s e s e r e e i c i i c d f g p t t f p n o x m o i o n e o t u i l t
2 L
s e t c c . n a c r e t t t e n x e e d s e e h p h t c f d o a o e h e d s e i d e t e t n r o e m i e e i h d n d o l r e k s a p u g p d a s m o a e e e e e o b c a H H H H H s n o i t g s n e i t r u o q p d e r n n a s o t g n n e i s m e u t c a o t F s
e t h i t t s a a e e h e h t t t g v o a n o e l r t s i p p n e t l n a m t m p e e i e a t m m m t o s h t g o e e e d n c d i : t i t e t e i m l t a r s i s i e t a . i c i f a m w h e s s g e . m o e n h s d r i r d c o e t . k o p p s d r c s t i s o a i e u e u r H s h f m H g w e
. y s a ’ r w e t t s n a l e r l e m o e o f c d i i h d f t a r d e e c t s a h r a t o n r ‘ e p i o e h t e r t r s h t r s h o e g n a g f p n e a n ’ i h i t g t p i c r r m n i o e s e t w t i w a r p e e t p e R s W e r s n
s c i p n f o o o t d i e e t r t g l a r s n o e u u a p q r i c e r d e r r f n i u o a d c w e s d a g t n n n n l a a e o a r r a m e e s m n e t r a s t o e u s f g
t , r s d a o b p e , p d r f r l d e e n v o v u n f a s l o u e r r o p l r a e e e t r g g d x h e c e n d n a t a n s n a t t t e e g i c a r i a l f p a d e o k a t o r v r e i e r , o i t m e i f g a n n l n t e w i i f a s o n m a u r n s c i p t e a i r t h e m m i r t r r i s o o n u u f c w w o c
1 1 E U
5 1 E U
2 W
88 88
Appendix B: Sample Schemes of Work
e m i T
s t n e m m o C
0 s 2 t 1 e – u n 0 i 0 1 m
s y s t l e i i c c c f a a r n e i o t u t c p j e m o o r c p
s s e c c a t e n r e t n i
s e c r u o s e R
e s r h s i e v F i d . f g o . e e g s n e a n r i l d a a y : e k t e h s h e y m s r e o r k t r s f o y l l a W m f
s e i t i v i t c A g n i n r a e L
e g b n i t d s d l u e r n o c e t a t i n e i n t i a n l a d h t a w u e o g n b h i t a ] y r a . l g t u t n e i c u s k l y e o a m p b T [ s a
n r i u g o y i n h w c o r l a l o e f s e e r h : t t e h e i t h s w y d k r r n o i o t w s m t i n o r , s t e o n g i n r h i o i o s t h t c a s a t r a e e n e h r e s t a s e e r f o p e r p d e r n n p t n a o t o i o , r g s P e r n i r d i d a r e a p o w e o n i n P R i
e v i t c e j b O g n i n r a e L
g n i e w h r t o g e t a a u i n t s l a x s v r t e e e h n d t n o o c a f f e o o s y s e l g a w e n n i a v a r
d s a n d t n , r o n x r a d e a a , l o s f e t i l e t e a d n i r c u r r n o m l a n o n e e i a e t t f u y e n x i c n i a c d g e i l g f e f r u r s f n d u n e n f t c o i o o n c o e t a t i p e i e n a d c r r g t g d r n h p t t n o w n o n n i i a a w e r f a r a l l a r a i p o r l , p e e u a n m a r s m c a d a e i c y i i o f d i r o e g r n p j a t n w n n s e c u e a i o r f o g t e u r a c
k r o w s e e m d a r o F C
4 S
8 R
u e o e i d y d l i l n s s o i y t r e s e a : e o t d i t i d l r i n e l s o s s e d e o e e s l u n e t s e i d i c h t s t s h r c l p i r n d a l t e / s v a l e u e f o b e e i e f l i g l u d b r h g s t u o r a s s a y o e u a b s o e o h h a i n s t m a p b m i a o t n o i t a t n e s e r p . a e n i g l n e i t i i r d u W g
6 W
f o s e c h g i p g n t o i a h y r r f r e l o a d a u e l c u i w i g b r n a a r a c r o n u c e v o d d y n i y l a w c l t n e a e a r r a l l u u e n e q c c e p e r s f a g
7 W
e h t y n r o t e n s o y i t m a t e n h e t s d e r i n p h . a e e n g b i l n y d i v r o a i e t G s h d n a r l i e a l h a t r e m n n r i o s e g f f n r i e o s d t s e i i n g g c a n p o l e a t a r r e r a a l m r g a n u o c f u o i r k e g r l n s a a u u l t c
1 S
89
Cambridge Seconda ry 1English as a Second Language Teacher Guide
(Continued)
90 90
Plans Appendix C: Sample Lesson Plans
APPENDIX C: SAMPLE LESSON PLANS These are followed by suggested resources. resources. •
Stage 7: Module 1B: Unit 4 Outdoor Pursuits Pursuits
•
Stage 8: Module 3A: Unit 14 Possessions and Personal Space Space
•
Stage 9: Module 1C: Unit 5 Health and Diseases Diseases
91 91
Appendix C: Sample Lesson Plans
t n e m e v e i h c a f o e c n e d i v E
A & O D Q O t r s . s k e r n a d s g c s s e v t e / t r a t e u d e a d e i d l e s h i c h c t t t h m : b i : t . : a e d u u s d g . r s t r i t t c e g s r e h i o a k a e e o y b h o e s y t h i e l d e n n s a p i . i e m r e t s o e r a r e n . h a a . h h h l h h e h e v s e n r o e t o t c m d t s f s e b s h s s l i s t n o o v d e e a n r s t e g e k t r r k r k r k t a i e s d d o a m g m t m r h f r s t r v s r n r e h o o r o a h a o n o u o o i g e u f w s o b o a i t a p e o n H . . o n e e w j j t c s y w a . . m s e s a s w e t p c g I w a
O 8 S : S S A L C
s e i t i v i t c A
n a l P n o s s e L : 4 1 t i n U : A 3 e l u d o M : 8 e g a t S
s e c r u o s e R
A 3 e l u d o M : 4 s 1 s : e c T c I u N S U s e v i t c e j b O g n i n r a e L
) . I c / t e G / , s l W i a t e l d a u n d o i i v t i a i t d n n i : e r I ; e f f p i d u r : o g e r : w G o ; s l e s a n b l s c i o e l e t t p o o i n h r e w c e : s e s W D (
a i r e t i r C
G
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e s i l a n o s r e p n a c l e p o . e s p g w i n o h h t t e u s o i b m a o g t n s i u k l c a r T o
h t e f o e s u e h t n o g n i s u c o F
r f o r d e g e o e t l n a i s y r w a o k n l l e n u k a p b t l a r m i o c a c e c o i h t o v t a n m y t f r i i s d e p m o d r a a r m o g g
G
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t f i g d e s i l a n o s r
e v i t a s u a c
e t i t e p c t s s e a a g d r i c n e t n i l y n u n l i a f u s m e s t m s n m e o t e c s d c s p u o o c u a t s t m s g
: : R k r o w e m a r F 5 g f e n S i n n i s g n i e b m 0 k 2 e g n i m i T – e 5 W 1
G
e p a ] g n i h c r a e s s i r e r a [ g p n n i i d s a a e e d R i
r e o v s f i e s g s n s o a o n i o t t e o t s h d s e p i e t l e i s y e t t l b e u f l l i a r q u s w i g p o f e t t s t s s t e p t e e u l s n s a b p n a e r o e e g e a t c i d u d t m v m i s u c u c c o t u a o u o t s a t s s n c s m
W
t s e b e h t e k a m d l u o w t a h w t u o b a g n i k t . l i a f T g
r e p a p f o s p i l s
e h c a b i o h n t o d w e h e t c t a a a n n i e i f m o o m o s n n n d o e r n i t a p s a i r r r s e c e r f e s b i v e e r r d e m e p y n p e c e r m t e w a h o p s f t d a s i g a a f g n l e c n d i o o i t i o e t r i p i l w n f s T o g W
n o s r r s f o s e u s p c n h s o c i d c a s d e t r n n o f e a d s s t u o r f i t s p g
e n t a i o e v r u t r i p t i a e g c c r h h t t n a c t a y s e f i o c l d o s b t g t s t a c h r t n n u c a n e o d a l e e d s e d o u a u r f c t e s t s r p o i s
f o e g n a r s g m n r i o w f e o r i v g t a a s e u s a u c
d , t s n r n s r y f , o l l s a a a a e e f e c l o a c t s a e e s i m d r i c d u i r g u f a i t g e e c e e e c x r f i u t c t n r g o g g i n p r i e c r o r e e n a a e t e t a s n n u s t d c r u m p n r a a g r a c o l g i e r r c l s i g r l x n a m g r o t e a a d d m n n i h d a a d n i v i u a e n t c i n i i i d t o w l c s h d t t w n a w a t i g d a t a n i n i l o a o m r t e l r a n r a r , t r m a n v a i s a u i d i r m g f r s w m g a l r s o s n d a c e r a n c d e e c l e u t a n i p t m e a n a n i d f u d l p a c x p s l a n e p i r n o n f n i r x e p o u o w g n n o o a i n e e d p o g t u i o g t s
9 E U
2 R
s n i m 5 2
s n i m 0 3 – 5 2
4 S
s n i m 5 1 – 0 1
3 W s n i m 0 3 – 2 2
93
Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
n n i o t o i a d s v / e r k n r s u e r o c i s e : t i s b a k w d A s o m r e s & u n : : : o Q q a D O M w
t n e m e v e i h c a f o e c n e d i v E
8 S : S S A L C
s e c r u o s e R
s e i t i v i t c A A 3 e l u d o M : 4 1 : T I N U
) . I c / t e G / , s l W i a t k r e l o d a w u e n i o d m i v t i o a h d i n t / n i s : e e r I i ; t i e p f n f t r u i d u o o : r g p e r : p o G w ; n o s l o i e s a n s b l n e s c i o t x e e t l t e p / o o i n h r s e e w c t e : s e o s ( W D N
r o h t 0 4 d e n n a i e g a m m i o h [ T o r g f o o t n s o t s n e e g d u a t s s s r o e f m h e t i b d w l d u o r c w a y W / a H r d h r i o t f b n o d e i s ] . . s i c n t e m t o e t x y e s a u d e c l h b a t i r i s n s g b i o h p s e t 0 A d 5
f o s s e a s s i e r u . c t e s n c i e o y t u r i m r S C a s m s r o s d d u o n c c a w s i d e a r e n f / o y n l v a i e t s e s b t s p h c o m u l y g e j o a i c r r a o b r f g t e r e m O s / e o h n e g n t m o o n f d r i i o t s o r n a i m i r g p t a a i n s a n p e e h d r c r r L e e r t e e a f k f w i a m a o d t e p o f s w u s o t t : f e R s r e r o v n l g i o a e k r o w e m a r F t a p e h d ) : g p h t u / e n d i u t e t d s s n e n n g r : d o n e u i o k n g t o i g t a n ) n e a e a s e i i v e s i t b d t i i e v w r n t n i e e a r n k a i s e v s p u e o e g n i m i T g e r t c b e a t C O a O D c S ( W
o t d e k n i l ( e l o r t l
. k s a t g n i n e p
94 94
Appendix C: Sample Lesson Plans
t n e m e v e i h c a f o e c n e d i v E A &
Q
9 S : S S A L C
n a l P n o s s e L : 5 t i n U : C 1 e l u d o M : 9 e g a t S
. a i c r t e h e t : t n c g e o a u o t b e – e i c – m h s a o – t n s s a – i k c s d e s p r s e e e c r l u u s o l r o a m n a i y l i w i d u c v v c c s
s e c r u o s e R
s e i t i v i t c A C 1 e l u d o M s : 5 s : e c T I c u N S U s e v i t c e j b O g n i n r a e L
D : k s ] a ] [ v t b [ - g a e i n r i l e r p h i e c t w t l t s c s u u a n a i r m m a b v
A & Q
d n a s u r i a i v r e t ] c b a v b [
k s a t : : n t t o e e e i e e t e h h c n l s t e p s k r r n m k o e o o w s c w
) . I c / t e G / , s l W i a t e l d a u n d i o i v t i a d i t i n n : e r I ; e f f p i d u o : r g e r : G w ; o s l e s a n b l s c i o e l e t t p o o i n h r e w c e : s e s W D (
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f i s d r o w p u k l o o t s t n e d u t s e g a r e u r o u c s n n E u
s e s u r y i b v y d b e d s e u s a c u d . a s a e e c r s s p a e s e s s a s i e d i s e s t d u a o e s i b d a n a d g i w n a r o i e h d t a c d e a n R b a
’ u l F h s i n a p S ‘ d l r o w e h t t u o b . a c g i n m i e n d e n t s a i L p
a i r e t i r C
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y l k c i e u t a q c d o r l s o t w n t e e d r u g t a s t
i r r r e t a r e d n o l i a h l i t i e c k n o e u y p g i m p c n c t e f i ’ r a e e x t s n r f a p r h s r a u f e c e g r f u e r c o i j a e n o d l r t t a d e i n i d h l g m a d n o n n s n a a n a t a d o l a e g t a f i c n g n r n r i i a s n d u n s i a w r r e e i a i e c a u l a d v n p e d d o p n f s x w e o s n n e e n e o o g t u a a r m u
: : R k r o w e m a r F 3 g f e n S i n n i s g n i e b m 0 k 2 e g n i m i T – e 5 W 1
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9 R
s n i m 0 1 – 5
h o c s t t a e y s l l m a u e f s i s s t n d s e t e c e s d s u u o c u a t s m s c
t n o t s i n o t e m a m y m r d r a o m n f n i f i n o e c l s p t i c n n i a n i e f c t d c i d e u p n n t s s a o
t x i s r r a l e i n t a l i u a d m a c i e f m d r n e n u r u h t c e f t o d d x e e n g n a a i n n l t s a s r t s a r r e n a e i c d i n n o n e p o u p o g t
d f r e o f a k e l d l c i g u a o n f i t c e n e i c t s r g g r r e x a c n n i p n e e u a p r s i d d c i d o u d t d l d n t e i n w e r c n i r o t a n i i a a t o a l t l a p n a i i m , s i r m p o r s l e r u e i c a m a d f s k l n p n f n o n n e a o n u i u t g t o u
1 R
2 L
s n i m 5 3 – 0 3
s n i m 5 2
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Cambridge Secondary 1 English as a Second e Teacher Guide Secondary 1 Second Languag Language
t n e m e v e i h c a f o e c n e d i v E 9 S : S S A L C
C 1 e l u d o M : 5 : T I N U
s s e c c u S
s e v i t c e j b O g n i n r a e L
: g n i n n i g e b k e e W
e y h t t t r s e u a s e s u t s d l r i e o o ’ l o u b r u b i e o o r d e a e w e a v m h a h r p s k k l s l t a t s k t d ‘ t a a a e a r a a t s h e t e e h o e o o h p o i w w s t d w d t t m
s e c r u o s e R
s e i t i v i t c A
/ n n o n i o i t t o i s s a d e s v e u u r k q r c e s r a : e i s b k A w d o m s & n : : : r o Q a D O M w
) . I c / t e G / , s l W I W i a t e l . d a w u n d w o i w i / v t i / : a p i t t d n ’ t n i h 0 e : e v . 4 r I i g h . 9 e ; 1 p f i c e t f ‘ r a n i d u o e e r : g g g v e n t a e r r : i P h o / c w G o t f l s o ; a i s l a w l t e s m e a n d i b l f d n l / s c i o a g e l e t a n r t o o p g . o o i i n t i r n h c n a e v i c e u h e w s t e : e i s d c r s ( W D L e a
a i r e t i r C
o t y o t e t e i l d b r e r s a a v t a o l e a h r e p a n r a s t s w t o d n d r e e e o m d t w y u o f t e s n o k l e v n e l e l , t x k o a d e t p c r i s d p o w n f y t t a o e a e e s s c g i s n r e n n g u t r e e a o t n a r c a e f n e e s o e r f g
: f e R k r o w e m a r F 7 L s n i m 0 3 g n i m i T 5 2
k r o w e m o h / s e i t i n t r u o p p o n o i s n e t x e / s e t o N
w e n n h o t i a w i r e e t s c e a h t b y d b n a d e s r i e p s . s u r i n e i g v s a f e o i r p y t s r n e a e l g u a i c b m n a i o c t o n v e m u r e e n a f n i d p o f r t o i e v e s a a h e e c r r s i c d a e e s k r o o a f t d m s d e t n n e n a a r d e t l u e t s s n r d r k e s t n o A i w
o t d e k n i l ( e l o r t l d u a / s p u o r g / n o i t a i t n e r e f f i d f o s l i a t e d : n o i t a ) s s i i e n t i a i v g r t c O a
. s k s a t o w t g n i n e p o r o f r e h t e g o t s t n e d u t s r e g n o r t s d n a r e k a e w r i a P
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IN APPENDIX D: OPPORTUNITIES FOR ICT IN THE SECONDAR SECO NDARY Y 1 E2L FRAMEWORK FRAMEWORK
ICT is a valuable resource which should be used appropriately to help develop students’ knowledge, skills and understanding. understanding. The following suggestions are not exhaustive. They are designed to be illustrative and demonstrate a range of opportunities where ICT can be utilised in the teaching of E2L. E2L.
General There is potential for the use of ICT throughout the E2L curriculum and the ideas presented in this section can be applied to most areas. In addition, where where an approach is particularly relevant to the aspect being studied, it is listed against that aspect. aspect. Online activities and resources: There is a wealth of relevant materials designed to target different aspects of the curriculum. Not all are free, but most most subscription sites have free resources. These are given on the resources sheet, categorised by area of learning. learning. IWB hardware and software:This software: This resource is available in many educational settings and has huge potential, which is not alway a lways s tapped. The software can be installed on learners’ computers and used away from the board to support teaching and learning. Even where the physical p hysical board is not available, there are often “lite” “lite” or open source versions of the software, which can be installed and used: used: 1. The IWB provides a very very useful way of displaying displaying ideas. The tools can be used to highlight elements, as well as to drag and drop text, etc. This supports the creation of simple activities to support learning. learning. 2. Most IWB software has banks of resources, ranging from still images and text, to animation animations, s, flash-based activities and sound files. These These are a useful support in teaching, but could also be used by learners working independently. Teachers are strongly advised to explore these before looking elsewhere. elsewhere.
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3. All IWB software has the potential to combine text, graphics and sound in a simple way, way, allowing learners to match words to pictures and/or sounds by dragging and dropping. Such activities can be used to support teaching of varied topics as well as being used independently indepen dently by learners to consolidate their understandin understanding.. g.. 4. As the software allows hyperlinks to be included, this can be used to guide pupils to a specific website or resource for an activity or further study. study. Learners can also use simple tools within the software to capture any resources they have been using online. online. software is very simple to use, learners can develop their own games and activities 5. As IWB software to support an area of learning and then use these with their peers. As learners have to understand the teaching point to develop the activity, this can be an excellent approach to help consolidate learning. learning. attached to writin writing g or an image using IWB 6. Sound files (normally MP3) can easily be attached software. This can be used to support learners in understanding concepts. concepts. 7. As the IWB software is effective effective as a word processor and multimedia tool, it can be used by learners to develop class books, and complex text and presentations targeted to different audiences. Music and sound files, images and film can be easily included. included. Handheld devices/tablets: There are an increasing number of handheld devices and tablets on the market that either have their own bespoke software or can run apps, which can be downloaded for free, or for a small charge, from the internet. There is a huge quantity of such apps, some of which provide excellent support for the learner, although there are many which are not so appropriate and time needs to be taken to ensure quality. The management of handheld devices in a classroom would also need to be considered carefully, with potential issues around charging and syncing the devices. devices. Class response systems: If the educational setting has such hardware, it will normally be linked to the IWB and the software can be used by teachers and learners to assess understanding around a certain topic. There are now software options which use the learners’ own handheld devices, which could provide an alternative to dedicated hardware. hardware. Visualisers: Where these are available, they can be used to share work and capture still and moving images in the class during discussion and investigations. investigations. Word processing/publishing software: Word processors can enable learners’ learner s’ use of ICT, ICT, especially in cases where the organisation has no IWB hardware or software. Possible uses include: include: 1. Letters, sounds, words and texts can be produced and learners can use highlighting and formatting tools to select and work with elements of the text as in 1. above above 2. Find and replace can be used to locate elements within a text and correct/ correct/improve improve them them (for example to correct regular mistakes, change punctuation, punctuation, detect use of less interesting words etc.) etc.) 3. Dictionar y, grammar and thesaurus tools can be used to improve texts and for exploring and discussing vocabulary and grammar. grammar. 4. The software software can be used to create texts texts and publications for stated purposes or targeted to specific audience audiences. s.
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Organisational tools: Table tools within word-processing software, spreadsheet worksheets and IWB software can be used to organise information and comment on texts. Mind-mapping software can be used to develop ideas and plan for the creation of texts. (Some mind-mapping software allows the mind map to be used as a word bank to support the writing process.) process.) Databases: This software can be used to organise information so that it can be searched and sorted. It can be used to support the creation of information texts and to create databases around certain topics. topics. Cartoons: Creating cartoons can help learners explore language, providing an engaging way for them to record their thinking and understanding. understanding. Sound recording: Use of sound can be both motivational and supportive for learners of English. Much standard software has the capability to record sound direct to a computer. Alternatively,, mp3 players/reco Alternatively players/recorders, rders, able to capture capture and playba playback ck sound, sound, as well well as download download to the computer, are generally available. available. Digital still and film capture: There are many digital film cameras on the market with simple film-editing software, and most computer-operating software includes a free utility to edit film. film. Image-animation softwar software: e: Animati Animating ng images, images, avatars avatars and vokis, vokis, and and writing and recording recording scripts for them, provides good opportunities for learners to practise their English. (Bespoke software is normally needed for this.) this.) software: e: Generic and/or open-source resources exist to combine pictures Other multimedia softwar into slide shows, and/or to animate the picture and graphic elements. These can be used to support learners in presenting or sharing ideas, as well as being used by both teachers and learners to create resources. resources. Online spaces: There are many generally available online spaces for saving, sharing and commenting on materials. mater ials. The The educational setting may have its own learning platform or VLE. If this is not the case, teachers will need to ensure that the space is safe and reliable before encouraging pupils to use it. Learners should also be taught to respect others work online, online, understanding the rules for copyright, ownership and safe and responsible use. Learners’ activity on the site(s) should be monitored to ensure the rules for safe and responsible use are being applied. applied. 1. Learners can be encouraged to save and share work work online, providing the opportunity to discuss, review and improve their work. work. 2. Learners and teachers can create blogs to explore explore and develop ideas around a topic or theme. theme. 3. Groups of learners can create wikis around an area of learning or to support an investigati investigation on or problem-solving activity. activity. 4. Learners can engage in online discussion around a topic or idea, or use a discussion board to develop an investigation. investigation.
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Opportunities for ICT in STA STAGE 7 7 READING:
Opportunities for ICT ICT:: Learners should
7 Recognise the attitude or opinion of the writer on a limited range of unfamiliar Stage 7 general and curricular topics, including some extended texts texts Students read 10 reviews of one mid-range hotel on a website such as TripAdvisor. They create a spreadsheet and classify reviews as negative, positive or neutral. They select 3 key words from each review to justify their classification. Stage 7 information n in texts on a limited range of familiar general and 7 Understand specific informatio curricular topics, including some extende extended d texts texts Students look on news websites for stories about the environment in their area. They discuss in small groups the short- and long-term environmental impact of the the stories they have looked at. at. Stage 7 7 Use familiar and some unfamiliar paper and digital resources to check meaning and extend understanding understanding fin d online a Festival celebrated in that area. Students choose a country or city and find They then investigate further (e.g. Wikipedia) in order to discover the history and meaning of that festival. They present their festivals to each other in groups of 3 or 4. WRITING:
Opportunities for ICT ICT:: Learners should
Stage 7 7 Compose, edit and proofread written work at text level, with some support, on a range of general and curricular topics topics Students are given an amended electronic text which has errors and irrelevancies in it. They use an editing tool such as Microsoft Word Track Changes to show which corrections and amendments they would make. In small groups they compare and discuss their editing changes, and come up with one final version.. version.. 7 Develop coherent arguments, supported when necessary by reasons, examples Stage 7 and evidence, for a limited range of genres on general and curricular topics topics students can discuss two or three changes A school microblog is set up, in which students changes to school rules which they would like to see implemented. implemented. 7 Spell a growing range of high-frequency vocabulary accurately on a range of general Stage 7 and curricular topics topics Students can be shown where to find online spelling tests which are aimed at their level of ability. ability.
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USE OF ENGLISH:
Opportunities for ICT ICT::
Learners should
7 Use a range of questions, using a range of different tense and modal forms, on a Stage 7 range of general and curricular topics topics Students Students look at a celebrity Question & Answer article in an online magazine. magazine. In groups they choose a celebrity of their own to interview, and prepare questions in electronic format, which they email to another group. The second group answers the questions as if they were that celebrity, and returns the email. email. Stage 7 7 Use infinitive/gerund forms after a limited range of verbs and prepositions prepositions Use the IW to show students how to use a free online corpus (e.g. British National Corpus). They can use it to discover whether the gerund or infinitive would usually follow certain common words and phrases. phrases. Stage 7 7 Use a growing range of future forms, including present continuous and present simple with future meaning, on a range of general and curricular topics topics A pac packaged kaged holiday holiday itinerary itinerary is displayed on the IW. IW. Students Students write sentences sentences on the board to indicate what will happen on certain days of the holiday. Stage 7 7 Use a growing range of reported speech forms for statements, questions and commands: say, ask, tell, including reported requests on a range of general and curricular topics topics In groups, students access an online health website to find Frequently Asked questions about some minor injuries, e.g. sprained ankle. They write sentences which report the questions, responses and advice they find there. The sentences are put on the IW and the other groups have to guess the injury. injury. LISTENING:
Opportunities for ICT ICT::
Learners should
Stage 7 7
Understand extended narratives on a range of general and curricular topics topics Use the IW to show a TV programme or short film about an aspect of American history. Students take notes and discuss further information they would like to know on that subject. They use Wikipedia for further research. research.
7 Stage 7
Understand, with little or no support, most specific information in extended talk on a wide range of general and curricular topics topics A map is displayed displayed on the IW. IW. Students take it in turns turns to give and follow follow prepared prepared directions to particular places on the map. map.
7 Stage 7
Recognise the opinion of the speaker(s), with little or no support, in extended talk on a wide range of general and curricular topics topics Students are shown how to access radio news programmes such as those found on the BBC World Service. In groups they choose one current story, and they report back to class on differing opinions relating to that news topic. topic.
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SPEAKING:: SPEAKING
Opportunities for ICT ICT:: Learners should
7 Ask questions questions to clarify meaning meaning on a wide range range of general general and curricular curricular topics topics Stage 7 The teacher uses class mobile phones to leave voicemail messages for groups of students to listen to regarding an arrangement to meet up for an evening evening appointment, e.g. a trip to the cinema. cinema . Students must leave voicemail messages in in return to seek clarification of what/where/when. The teacher then leaves messages messages in response etc. etc. Stage 7 7
Link comments, with some flexibility, to what others say at sentence and discourse level in pair, group and whole class exchanges exchanges Students watch a short TV debate, and pick out the language used to raise points, agree and disagree. They then choose a subject of their own to debate in small groups and aim to use some of the expressions learned. learned.
7 Stage 7
Use appropriate subject-specific subject-specific vocabulary and syntax to talk about a limited range of curricular topics topics Students record a short film or audio in which they give advice on how young people should stay fit and healthy. healthy.
Opportunities for ICT in STA STAGE 8 8 READING:
Opportunities for ICT ICT:: Learners should
8 Stage 8
Use a growing range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding understanding Students in groups use the internet to research a natural disaster, e.g. Indonesian tsunami. They prepare a PowerPoint presentation to explain to the class what they have discovered. discovered.
Stage 8 8
Understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extende extended d texts texts Students in pai pairs rs are directed dir ected to an online o nline article arti cle about Personality Personalit y Types. They They are asked to work separately to pick out the 5 or 6 main points of the article. They then work in pairs to compare their lists. lists.
8 Stage 8
Recognise the attitude or opinion of the writer on a growing range of general and curricular topics, including some extende extended d texts texts Students in groups look at a range of online reviews of a recently released film, book or CD. They compare the opinions of different writers and highlight the key words that indicate that writer’s opinion. opinion.
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WRITING:
Opportunities for ICT ICT:: Learners should
8 Stage 8
Brainstorm, plan and draft written work at text level, with limited support, on a range of general and curricular topics topics Students brainstorm, using mind-mapping programme, what they should include in a written text about their favourite building. building.
Stage 8 8
Write with moderate grammatical accuracy on a growing range of general and curricular topics, with limited support support Studen Students ts work in pairs on a computer to create parts of a story stor y titled ‘It happened last summer’. They then email the first part to a different pair, who have to continue the story. This continues for five turns. turns.
Stage 8 8
Punctuate a range of written work with accuracy on a range of general and curricular topics topics Students in small groups are given an electronic text with limited or no punctuation. They are asked to punctuate the text. They then show the class on the IWB how they have punctuated the text. The rest of the class have to decide whether the text is now acceptable, or whether further changes are required. required.
USE OF ENGLISH:
Opportunities for ICT ICT::
Learners should
Stage 8 8
Use a growing range of complex noun phrases on a range of general and curricular topics topics Use the IW to show students students how to use a free online corpus (e.g. British National Corpus). They are then given selected noun phrases. They look at the corpus in order to see how the phrases are used in sentences.
Stage 8 8
Use a wide range of active and passive simple present and past forms forms Students download an online article about a great expedition. They then try to change as many of the active sentences into passive forms as they can, and vice- versa. versa.
Stage 8 8
Use if only/wish (that) clauses on a range of general and curricular curricular topics topics In pairs, students look on youtube to find clips of people doing silly things, having minor accidents. They write sentences about what the person might wish they had/hadn’t done. They present the clips and sentences to the class on the IW. IW.
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LISTENING:
Opportunities for ICT ICT::
Learners should
8 Stage 8
Understand most specific information in unsupported, extended talk on a wide range of general and curricular topics topics Prepare questions to put on the IW related to a recent news programme. Students watch the news and answer the questions. The class discusses the answers afterwards. afterwards.
Stage 8 8
Recognise typical features at word, sentence and text level of a growing range of spoken genres genres Download a range of advertisements for shops on local or national radio websites. Play them to the students and ask them to pick out the language that they feel is typical of advertisements of this type. type.
8 Stage 8
Recognise the opinion of the speaker(s) in unsupported, extended talk on a wide range of general and curricular topics topics Download two youtube videos with differing opinions on the causes of World War War 1. Students take notes and compare the opinions of the speakers. Groups can discuss which they feel most convinced by. by.
SPEAKING SPEAKING::
Opportunities for ICT ICT:: Learners should
Stage 8 8
Use formal and informal registers in their talk on a growing range of general and curricular topics topics Use the IW to put up a range of different common expressions connected with daily routines. Students drag and drop the expression into a grid to indicate whether they feel the expressions are more formal or informal.. informal..
Stage 8 8
Explain and justify their own point of view on a range of general and curricular topics topics In groups, students make 3-minute video clips to explain who their favourite sports person is, and why. The clips are shown to the whole class, and a vote is taken at the end. end.
Stage 8 8
Explain advantages and disadvantages of ideas, plans and arrangements on a limited range of general and curricular topics topics In groups, students research online a river trip that they could make in their own boat. They prepare a Powerpoint presentation of their itinerary, and what they would need to take with them. They also explain why they chose that particular route, and why they chose to include or omit certain items.
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STAGE 9 9 Opportunities for ICT in STA READING:
Opportunities for ICT ICT:: Learners should
9 Stage 9
Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics, with confidence and enjoyment enjoyment Students choose 3 books that are in the school library; they then check online sites that contain reviews, e.g. Amazon, to decide which of the books they think they will enjoy reading the most most
9 Stage 9
Understand the main points in extended texts on a range of unfamiliar general and curricular topics topics Students choose a 20th century musician they are interested in. They search online to find out what they can about this musician, and then create a CV for that person, imagining that they are applying for a place in a musicians’ hall of fame. fame.
9 Stage 9
Use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding understanding In groups, students are asked to search online for health and fitness advice. They prepare a talk for the class, giving advice on how to become less healthy and fit. fit.
WRITING:
Opportunities for ICT ICT:: Learners should
Stage 9 9
Compose, edit and proofread written work at text level, with minimal teacher support, on a range of general and curricular topics topics Students work together to create a PowerPoint presentation on population changes in their area over the last 100 years, researching local government websites for information. information.
9 Stage 9
Develop coherent arguments, supported when necessary by reasons, examples and evidence, for a range of written genres on general and curricular topics topics In groups, students compose a text about the industrial revolution in their country. They use editing software to improve word choice and select cohesive devices. devices.
9 Stage 9
Spell a wide range of high-frequen high-frequency cy vocabulary accurately on a wide range of general and curricular topics topics In groups, students use www.worksheetgenius.com to create spelling tests. They then test the other groups using the tests they have have created. created.
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USE OF ENGLISH:
Opportunities for ICT ICT::
Learners should
9 Stage 9
Use a wide range of quantifiers for countable and uncountabl uncountable e nouns on a wide range of general and curricular topics topics Students use an online corpus (e.g. British National Corpus to check which quantifiers seem most common with particular countable and uncountable nouns, and note down examples of how the expressions work at phrasal level. level.
9 Stage 9
Use a range of compound adjectives on a wide range of general and curricular topics topics Students practice matching compound adjectives in the exercises found at www. englishmedialab.com
9 Stage 9
Use a range of future active and passive forms and a growing range of future continuous forms on a wide range of general and curricular topics topics Download a talk about the future of digital technology< Students take notes and write sentences about what the speaker considers will happen. Use the t he IW to transform sentences from active to passive, and vice-versa. vice-versa.
9 Stage 9
Use a range of reported statements and question forms on a wide range of general and curricular topics topics Students ts read online interviews inter views with sports people, TV TV stars, politicians, and Studen highlight the reported speech forms used in those interviews. They are asked to write what they think the famous person actually said in each case.
LISTENING:
Opportunities for ICT ICT::
Learners should
9 Stage 9
Recognise typical features at word, sentence and text level of a range of spoken genres genres Download 3-minute clips of a range of different TV programmes. Ask students to note down words and expressions that they think are typical of that type of programme. programme.
9 Stage 9
Recognise the attitude or opinion of the speaker(s) in unsupported, extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliarr topics unfamilia topics Download two youtube videos with differing opinions on the importance of renewable energy resources. Students take notes and compare the opinions of the speakers. Groups can discuss which they feel most convinced by.
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SPEAKING:: SPEAKING
Opportunities for ICT ICT:: Learners should
9 Stage 9
Explain and justify their own and others’ point of view on a range of general and curricular topics topics Students create a PowerPoint presentation about their job or a job they would like to do, highlighting aspects of the job that they (would) like or dislike. They present it to other members of their group. group.
Stage 9 9
Modify language mistakes in their talk which cause misunderstanding misunderstanding Write on the IW a range of sentences which show mistakes from the students’ recent written work, highlighting useful areas for study or common mistakes with that group. Students make changes to the sentences until they are happy as a a group that they are correct. correct.
9 Stage 9
Use a range of appropriate subject-specific vocabulary vocabulary and syntax to talk about curricular topics topics In groups, students choose a particular country or region, and research online the culture and customs of that place. They They record a short film about the customs of that area which they can show to the class, and they also present vocabulary which is helpful in understandin understanding g the customs that are highlighted. highlighted.
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APPENDIX APPEND IX E: PLANNING P LANNING TEMPLATES TEMPLATES This contains planning templates with accompanying notes as referred to in Section 2 of the guide. guide. •
Long-term planning – 1 1
•
Long-term planning – 2 2
•
Long-term planning – 3 3
•
Medium-term planning – 1 1
•
Medium-term planning – 2 2
•
Short-term planning planning
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Planning Templates
LongLong-T Term Plan Planning ning Templ Template ate 1 Scheme of Work – An Overview Overview Stage X 1 TERM 1
TERM 2 2
TERM 3 3
Module 1A – Units 1 and 2 title title
Module 2A – Units 7 and 8 8
Module 3A – Units 13 and 14 14
Module 1B – Units 3 and 4 4
Module 2B – Units 9 and 10 10
Module 3B – Units 15 and 16 16
Module 1C – Units 5 and 6 6
Module 2C – Units 11 and 12 12
Module 3C – Units 17 and 18 18
Notes: Notes: •
•
•
•
•
1 2 3
Terminology can vary although consistency is recommended within a school An audit of the learning objectives objectives for the whole stage is recommended to to 1 ensure coverage Each objective may be revisited in different ways in different units to continue to develop new skills in different contexts contexts Some learning objectives will be ongoing throughout the stage – a grid to show this is recommended 2 Detail of the ongoing objectives may be given in an outline plan3
See audit tool. tool. See table of ongoing objectives. objectives. See table of ongoing work. work.
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Long-T Long- Term Plan Planning ning Temp Template late 2 Learning Objecti Objectives ves – An Audit Tool Tool Framework Code Code
Learning objective objective
Ongoing (O) (O) Unit ref (1A, 2B etc) etc)
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Notes for completing the audit (check) of objectives: objectives: sheets: How to complete the sheets: •
Framework codes will be entered in the order that they appear in the framework
•
Learning objectives will appear in full
•
The final column will give a clear overview of coverage. Where an objective is addressed in more more than one unit, all of the relev relevant ant units will be listed. If it is an ongoing objective then it will appear as ‘O’
How to use the information collected on the sheets: sheets: •
•
•
•
The right hand column will show how often an objective appears in the whole scheme scheme For other objectives, how often each one appears in the whole scheme will be recorded. Some objectives will be taught more than once (but not as often as ‘ongoing’ ones!) ones!) The whole audit will help to t o achieve achieve a balance, ensuring ensuri ng that coverage is is sufficient and/or not too frequent frequen t at the expense of others others A final adjustment adjustment may be required required to make make sure that that all objectives are are taught for, and at, an appropriate time time
• Also,
by doing this alongside alongside the long term term planning of units, the grouping grouping of objectives can be changed before too much work has been done on medium-term plans plans
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Long-Term Long-Term Plan Planning ning Temp Template late 3 Overview Learning Objectives – An Overview Framework Code Code
Learning objective objective
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Notes for completing the overview sheets: sheets: How to complete the sheets: sheets: •
The number of lines in the table will match the total number of learning objectives for the stage. Several sheets may be required
•
Objectives and framework codes will be entered in the order that they appear
•
Learning objectives will appear in full
•
The learning objectives can be colour coded: coded: – Ongoing – A – A different different colour for each each term – term – once only when it is first introduced: Term 1 1 Term 2 3 Term 3
How to use the information collected on the sheets: sheets: •
The resulting overview is another kind of checklist to ensure coverage. It also also shows whether too much is being introduced in the first term which may not be a balanced way of delivering the framework
•
By doing this alongside the long term planning of units, the grouping of objectives can be changed before too much work has been done on medium-term plans plans
•
The number of lines in the table will match the total number of learning objectives for the stage. stage.
•
Framework codes will be entered in the order that they appear. appear.
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e m i T
s t n e m m o C
s e c r u o s e R
s e i t i v i t c A
e d i u G e h c a e T e g a u g n a L d n o c e S a s a h s i l g n E 1 y r a d n o
e i v t c e j b O g n i n r a e L
: e l t i T : t i n U
s e d o C k r o w e m a r F
c e S e g d i r b m a C
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. t i n u e l o h w e h t n i h t i w s k c o l b y l k e e w s r e d i s
: s e t o N
n i e b l i w s l i a t e d ( t n e m s s e s s a e e v i g t d c e a l r w n o c i g k n o n f s o d e r i e n t i o e i m n r p e u p s t h r . g c o g s n . i p f e d i . p r , o a g g . g g n e . i e e r n , , n k e e a l c l c a o p n l a l b c i o i p t h g a c n i e r n t a n a e e m g o b r i i t n t u n s n i l a y r o a e e e c a l d p p t b m o o : e s a r s r c i s n l p i e i f e s e h a e g y o t t e u l e b t h n t n e c t l a o e e i n c v n t a a r y c i i r t s t i n d f s h e d d i l a t u a n t c m e q m u e e s n e ) e p r t o t e s o o a s r m t i n n e n i t s s u r a d l a s h q n a e e s a i p h e g e t t ) l s r s v e i i d s r h e l i g r a n e o g i i u n o e g s e t e q h s r n n h m b e t l e l r i e e l e i a r e ( l s c w e b w i i m f e r m i u o s w y t r s t i d s o a e i e v n n t s v t e l e e e a m t i t r r c r p m e e r c e a o r n i h h e e i s m h j e w w s a b o h T O h T M h T C – – •
•
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s e c r u o s e R
s e i t i v i t c A
e v i t c e j b O g n i n r a e L s e d o C k r o w e m a r F
: e l t i T : t i n U
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: s e t o N
r e h t e g o t s e v i t c e j b o n i a t r e c s s e r d d a e g o t d e l e s w n e g n o n i s k d r e n k o e i a r p p s m . g y g n . a i e d m r , t a g I . g n i e k r n c n o e l l a l b a p n h c o c i i t a g a e e r t n a g i r t n i e s d s e n n e o l p c b o o a s k r n a e o y e e t w l o r h e m n o t d s u i n o t e e a n r i r i i v n e f l b u t m e o q u e n e r t o r o n o a f t e i n s r a n a n a e h e t v s i v e i d r e g i r g e s u o e e i n t q m r e a r e e e g s c l i b i r e u d u w y t o b a i v n s i a e l m t e c r p m e a i r n t i i s e e a o h h h T T M N T •
•
•
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Appendix E: Planning Templates
n n i o o t i d s a / s v r e i n e o r i u c e k s r a : t s b k w A s r d o m e s & u n : : : o Q q a D O M w
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: S S A L C
: ) . I c t ; e p , u s o : l i r e a g : r t w e G l o ; n s s e d o l a b i t c l s i a s t a e t l e o n e u i o t d i n e h i r v v i e w i t e f : d f c e i s d W n A ( i
e t a l p m e T g n i n n a l P m r e T t r o h S
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s n e t x e / s e t o N
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s e v i t c e j b O g n i n r a e L : g n i n n : f e R k r o w e m a r F i g e b k e g n i m i T e W
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i t o a i t n e r e f f i d f o s l i a ) s t e e i t d i v : i n t o c i t a a t s o i n d e a k g r i n O l (
119
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